BACKGROUND: Interprofessional collaboration is vital to patient care. However, many medical students interact poorly with nurses during clinical clerkships, and less is known about their relationships with other healthcare professionals (HCPs). Two nurse shadowing interprofessional education (IPE) initiatives for first-year medical students have been studied. Similar programs for senior medical students have not been reported and none have included non-nurse HCPs. METHODS: Two-hundred seven third-year medical students were assigned to shadow a HCP from one of 20 professions for a two-hour period, one week prior to clerkship. The authors analyzed Likert-like rating scales and qualitative feedback from post-experience surveys. RESULTS: A large majority (92.3%) of the 207 respondents found the experience to be a valuable component of their medical education. Three quarters (74.9%) of students felt better equipped to communicate with HCPs. Qualitative feedback revealed students felt the program was practical, improved their understanding of HCPs and wanted additional similar opportunities to learn about HCPs. CONCLUSIONS: Analysis of this innovative IPE intervention suggests it may benefit senior medical students and other HCPs. Other medical schools may wish to pilot similar IPE activities in order to prepare a collaborative, practice-ready health workforce.
BACKGROUND: Interprofessional collaboration is vital to patient care. However, many medical students interact poorly with nurses during clinical clerkships, and less is known about their relationships with other healthcare professionals (HCPs). Two nurse shadowing interprofessional education (IPE) initiatives for first-year medical students have been studied. Similar programs for senior medical students have not been reported and none have included non-nurse HCPs. METHODS: Two-hundred seven third-year medical students were assigned to shadow a HCP from one of 20 professions for a two-hour period, one week prior to clerkship. The authors analyzed Likert-like rating scales and qualitative feedback from post-experience surveys. RESULTS: A large majority (92.3%) of the 207 respondents found the experience to be a valuable component of their medical education. Three quarters (74.9%) of students felt better equipped to communicate with HCPs. Qualitative feedback revealed students felt the program was practical, improved their understanding of HCPs and wanted additional similar opportunities to learn about HCPs. CONCLUSIONS: Analysis of this innovative IPE intervention suggests it may benefit senior medical students and other HCPs. Other medical schools may wish to pilot similar IPE activities in order to prepare a collaborative, practice-ready health workforce.
Authors: Jennifer S Funderburk; Julie Gass; Robyn L Shepardson; Luke D Mitzel; Katherine A Buckheit Journal: Front Psychiatry Date: 2021-09-16 Impact factor: 5.435