Which Factors Promote Interprofessional Competence in Placements on a Training Ward? New Findings

Area of Science:

• Health Professions Education
• Interprofessional Learning
• Competence Development

Background:

• Interprofessional training wards (ITWs) are crucial for developing interprofessional (IP) competence in health professions education.
• Previous research confirms ITW effectiveness, but specific drivers of IP competence development remain unclear.
• Understanding these drivers is essential for optimizing ITW curricula and enhancing IP collaboration skills.

Purpose of the Study:

• To identify specific factors influencing final levels and gains in IP competence among participants in ITWs.
• To explore whether these influencing factors differ across various health professions (medical, nursing, physiotherapy).

Main Methods:

• An explorative study involving 151 participants (medical students, trainee nurses, trainee physiotherapists) on ITWs.
• Hierarchical multiple regression analyses were used to analyze self-reported data on IP competence.
• Predictive factors for perceived final levels and gains of IP competence were identified at the end of the placement.

Main Results:

• Perceived quality of IP interaction was the strongest predictor of final IP competence levels and gains for medical students and trainee nurses.
• Frequency of IP interaction positively influenced learning gains but explained less variance than interaction quality.
• Initial IP competence predicted final levels for medical students; no significant predictors were found for trainee physiotherapists.

Conclusions:

• High-quality interprofessional collaboration is a critical factor in enhancing perceived IP competence.
• ITW design should prioritize and facilitate high-quality IP interactions to maximize learning outcomes.
• Learning mechanisms for IP competence development may differ across health professions, necessitating tailored educational approaches.