Interprofessional education with medicine and physician associate students enhances the understanding of roles and responsibilities and highlights the importance of collaborative practice-a mixed‑methods study.
Aug 2026· Journal of Interprofessional Care· pp.
1-10
· 0 citations· 21 references
Medicine
TL;DR
The attitudes of first-year medical and physician associate (PA) students toward the team approach to care are explored and focus group data suggested that both medical and PA students agreed that their education benefitted from IPE sessions and that their ability to practice effectively as part of an interprofessional team would be enhanced as a result.
Abstract
Interprofessional education (IPE) plays a key role in preparing healthcare professionals for future collaborative practice. We explored the attitudes of first-year medical and physician associate (PA) students toward the team approach to care. Students participated in three IPE sessions, using cases designed to prompt discussion regarding professional roles, responsibilities, and team dynamics. We explored the impact of the sessions using the Students Perceptions of Interprofessional Clinical Education-Revised (SPICE-R2) instrument and focus groups. Fifty students completed the presurvey, and 48 students completed the postsurvey. There were increases in mean scores related to "teamwork and collaboration," "roles and responsibilities," and "patient outcomes." Focus group data suggested that both medical and PA students agreed that their education benefitted from the IPE sessions and that their ability to practice effectively as part of an interprofessional team would be enhanced as a result. Many students admitted to not having a clear understanding of their respective roles before the sessions and agreed that care delivered as part of an interprofessional team would positively impact patient care and reduce healthcare costs. The sessions helped students to understand their respective roles and responsibilities, and the importance of collaborative practice in improving patient outcomes.
Interprofessional education (IPE) is increasingly implemented to prepare health professions students for collaborative practice. This exploratory pilot examined how medical and nursing students experienced and applied interprofessional communication and teamwork in clinical practice after a simulation based IPE session. This exploratory mixed-methods pilot study involved eight third year medical and nursing students at a Vietnamese medical university. Students completed the Students’ Perceptions of Interprofessional Clinical Education–Revised (SPICE R2) questionnaire before and after the session and submitted reflective essays 3 months later. Quantitative data were analyzed descriptively using Wilcoxon signed rank tests, and essays were examined using inductive reflexive thematic analysis. SPICE-R2 scores increased across all domains from pre- to post-test. The total median score rose from 3.90 (interquartile range [IQR], 3.83–4.38) to 4.60 (IQR, 4.40–4.83) (p=0.01). Thematic analysis generated five themes describing movement from parallel to shared care, greater use of structured communication, clearer appreciation of roles, recognition of shared responsibility for patient safety, and persisting barriers related to hierarchy and workload. This study suggests that a simulation-based IPE session can support students’ interprofessional communication and teamwork, though barriers related to hierarchy and workload persisted. Future research with larger, multi-institution samples and richer data sources is needed to understand how these skills are sustained in practice.
Hoang Minh Nguyen, Vu Quoc Huy Nguyen, M. T. Nguyen et al.· Korean Journal of Medical Ed...· 0 citations
It is demonstrated that a single, well-designed interprofessional simulation session can yield meaningful educational benefits, with potential downstream benefits for patient safety in critical-care environments.
Niall Brown, Samuel Wilson, Mathieu Figeys et al.· Health Education in Practice...· 0 citations
Medical students’ perceptions of nursing are strongly shaped by early and variably structured clinical experiences, particularly the nursing internship, and the findings suggest that current medical curricula insufficiently support the systematic development of interprofessional role understanding.
Lukas Valerius, Jonathan Hagedorn, Christian Albert et al.· Frontiers in Medicine· 0 citations
The primary purpose of this study was to evaluate the effectiveness of an Interprofessional education (IPE) experience using the Interprofessional Collaborative Competency Attainment survey (ICCAS). In total, 319 physical therapy and nursing students participated in a single IPE experience held annually over 3 years. All students were shown two patient care simulation videos highlighting two different styles of communication. Pre- and post‑activity, students anonymously completed the ICCAS. As a group, all 20 ICCAS items showed significant improvement with large effect sizes. The largest effect size was found for item 1: "Promote effective communication among members of an IP team." The largest domain improvement was found in communication. The secondary purpose of this study was to examine the relationship between change scores from ICCAS items #1 to #20 with ICCAS question #21. This study found that a single IPE experience using peer discussion and video was a highly effective and efficient way to enhance interdisciplinary communication and other IPE domains among nursing and physical therapy students. This IPE experience, which covers the IPE core competencies of values/ethics, roles/responsibilities, interprofessional communication, and teams/teamwork, should be considered by other programs looking for new and effective ways to incorporate IPE into their curriculum.
Unknown authors· Journal of Interprofessional...· 0 citations
This pilot supports the feasibility and impact of involving patient partners in designing pharmacy education, and includes patients as assessors in student evaluations, enabling them to co‐evaluate both knowledge and interpersonal skills in authentic scenarios.
M. Luc, G. Hache, Caroline Hache· Curriculum Journal· 0 citations
Interprofessional collaboration (IPC) and intraprofessional collaboration (IntraPC) are core competencies in interprofessional education (IPE), but resident physicians often encounter difficulties in practice. Understanding residents’ perceptions of IPE is essential for developing effective education. This scoping review aims to map and synthesize existing literature on residents’ perceptions of IPE. A systematic search was conducted on the PubMed and ScienceDirect databases. The selection process followed the PRISMA-ScR (Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews) framework. Data from eligible studies were extracted and analyzed thematically. Ten studies met the inclusion criteria from 337 identified articles. Thematic analysis revealed four interrelated main themes regarding residents' perceptions of IPE. These themes included “knowledge, skills, and attitudes,” as well as implications for medical education that highlight the urgent need for a formal, structured, and longitudinal IPE curriculum, utilizing methods such as simulation and discussion-based learning. Residents' perceptions of IPE are characterized by tension between cultural barriers and systematic drivers of collaboration. The gap between these barriers and drivers of collaboration underscores the need for residency programs to proactively integrate ongoing IPE training to prepare residents for collaborative challenges in clinical practice.
D. Wardhana, I. Yusuf, S. As'ad et al.· Korean Journal of Medical Ed...· 0 citations
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