Graduate perceptions of their interprofessional practice: Lessons for undergraduate training

Interprofessional education (IPE) during undergraduate training (UGT) is considered important for new graduates to collaborate inter-professionally. There are, however, well-documented workplace challenges that hinder their involvement in interprofessional collaborative practice (IPCP) such as professional hierarchy, poor role clarification and communication challenges.

This article explores graduates' perceptions of the value rural undergraduate IPE had on their IPCP during their first year of work.

Graduates were based in seven different provinces of South Africa ranging from tertiary-level institutions to community day clinics.

A qualitative case study was conducted with 16 first-year graduate participants from 5 different health professions who participated in undergraduate IPE while placed on a rural platform. Individual semi-structured interviews were conducted in 2023.

Key factors related to UGT that facilitated IPCP during graduates' first year of work were interprofessional relationship development, practice-based IPE and the focus on holistic patient-centred care. Graduates were, however, challenged by self-doubt, communication barriers and hierarchy in the workplace. Their recommendations for undergraduate IPE included role modelled and contextually relevant interprofessional skills development, practical advocacy and communication training, longer placements or shared learning spaces.

Findings indicate that IPE during undergraduate rural clinical placements promotes interprofessional relationship development that extends into the workplace after graduation. However, IPE must be role modelled in the clinical environment and aligned to the reality of the healthcare system for students to develop the skills required to navigate IPCP as graduates.Contribution: This article offers recommendations for responsive undergraduate IPE to promote IPCP after graduation.