Dental education programs, alongside other health professional training programs, should continue to incorporate interprofessional education through both didactic and experiential learning opportunities to equip students with the skills necessary to provide collaborative care in future practice.
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
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
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.
Pauline Joyce, Michelle O’Toole, Elizabeth Dolan et al.· Journal of Interprofessional...· 0 citations
The findings revealed that participants had good knowledge, attitudes and practices regarding IPE, however, challenges such as limited exposure to other healthcare programmes, timetabling constraints and a lack of co-ordinated IPE activities should be addressed to inform future IPE practice.
M. Morule, S. Singh, A. Bhayat· African Journal of Health Pr...· 0 citations
Pharmacy students highly valued IPE and highlighted that an early, structured, and longitudinal integration of IPE in the curriculum is necessary to enhance collaborative competencies and professional development.
Nurul Athirah Hasdan, Ahmed Osman Ahmed Mohamed Yehia Naguib, Nor Hidayah Mohd Taufek· The Journal of pharmacy· 0 citations
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