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Learning and identity development during interprofessional hospital placements: A qualitative exploration using rich
Saskia C M Oosterbaan-Lodder1,2,3, Edmée A Kipping2, Jan-Jaap Reinders4,5,6
1Research in Education, Amsterdam UMC Location Vrije Universiteit, Amsterdam, the Netherlands.
Medical Teacher
|December 19, 2025
Summary
Healthcare students
Area of Science:
- Healthcare Education
- Interprofessional Learning
- Professional Identity Development
Background:
- Interprofessional hospital placements are increasingly common for healthcare students.
- Facilitating interprofessional identity development is a recommended goal for these placements.
- Understanding student experiences is crucial for optimizing learning and identity formation.
Purpose of the Study:
- To explore healthcare students' experiences during interprofessional placements.
- To investigate the relationship between these experiences, learning, and identity development.
Main Methods:
- A multicenter qualitative study involving medical, midwifery, and nursing students.
- Students used rich pictures and semi-structured interviews to depict experiences.
- Inductive constructivist thematic analysis was employed.
Main Results:
- Emotions significantly influenced students' learning and identity development during interprofessional encounters.
- Key themes included understanding differences, navigating identity tensions, and gaining confidence in patient-centered care.
- Students learned about each other's roles and values, enhancing knowledgeability.
Conclusions:
- Emotions play a critical role in interprofessional learning and identity development.
- Tutors should encourage reflection on emotions to foster positive learning outcomes.
- Interprofessional placements enhance students' understanding of healthcare practice and collaboration.
Keywords:
Clinical educationclinical educator traininginterprofessional educationprofessional identity formationthematic analysisMore Related Videos
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