Decline in medical students’ attitudes to interprofessional learning and patient-centredness

Abstract Background Participation in simulation-based interprofessional education (sim-IPE) may affect students’ attitudes towards interprofessional learning (through gaining experience with others) and their professional identity (by increasing the ‘fit’ of group membership). We examined this in two questionnaire studies involving students from four universities in two areas of the UK. Method Questionnaire data were collected before and after students took part in a sim-IPE session consisting of three acute scenarios. Questionnaires included the Readiness for Interprofessional Learning Scale (RIPLS) and measures of professional identity derived from the social identity theory literature. In Study 1, only identification with Professional Group (doctor or nurse) was measured, while in Study 2 identification with Student Group (medical or nursing student) and the immediate interprofessional Team worked with in the simulation were also measured. Linear mixed effects regression analysis examined the effect of the simulation session, and differences between medical and nursing students, sites and identity measures. Results A total of 194 medical and 266 nursing students completed questionnaires. A five-item subset of RIPLS (RIPLSCore) was used in analysis. In both studies RIPLSCore increased for all groups following participation in sim-IPE, although this was larger for nursing students in Study 1. Nursing students had consistently higher RIPLSCore scores than medical students at one site. Effects of the session on identity varied between sites, and dimensions of identity. Notably, while positive emotions associated with group membership (Ingroup Affect) increased for Student Group, Professional Group and Team, the sense of belonging (Ingroup Ties) and importance (Centrality) of the group increased only for Team. Nursing students had consistently higher identification scores than medical students. Conclusions Participation in a sim-IPE session can improve attitudes towards interprofessional learning. It can also enhance professional identity, particularly as related to emotional aspects of group membership, with possible benefits for wellbeing. Changes in identification with the immediate Team suggest positive psychological consequences of ad hoc Team formation in the workplace. Differences between medical and nursing students suggest their differing opportunities to work with other professions during training may change baseline attitudes and identity. However, a single sim-IPE session can still have an additive effect

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Effects of a single interprofessional simulation session on medical and nursing students’ attitudes toward interprofessional learning and professional identity: A questionnaire study

10.21203/rs.2.18684/v1 ◽

2019 ◽

Author(s):

Bryan Burford ◽

Paul Greig ◽

Michael Kelleher ◽

Clair Merriman ◽

Alan Platt ◽

...

Keyword(s):

Medical Students ◽

Nursing Students ◽

Professional Identity ◽

Interprofessional Education ◽

Group Membership ◽

Professional Group ◽

Student Group ◽

Interprofessional Learning ◽

Simulation Session ◽

Students Attitudes

Abstract BackgroundParticipation in simulation-based interprofessional education (sim-IPE) may affect students’ attitudes towards interprofessional learning (through gaining experience with others) and their professional identity (by increasing the ‘fit’ of group membership by performing a role). We examined this in two questionnaire studies involving two sites, with students drawn from four universities. MethodQuestionnaire data were collected before and after students took part in a sim-IPE session consisting of three acute scenarios.Questionnaires included the Readiness for Interprofessional Learning Scale (RIPLS) and measures of professional identity derived from the social identity theory literature. In Study 1 only identification with professional group was measured, while in Study 2 identification with Student group and the immediate interprofessional team were also measured.Linear mixed effects regression analysis examined the effect of the simulation session, and differences between medical and nursing students, between sites and between measures of Professional, Student and Team identity.Results194 medical and 266 nursing students completed questionnaires across the two studies.In both studies RIPLS increased for all groups following participation in sim-IPE, although this was larger for nursing students in Study 1. Nursing students had consistently higher RIPLS scores than medical students at one site.Effects of the simulation session on identity measures varied between sites and different dimensions of identity. Notably, while positive emotions associated with group membership increased for Student group, Professional group and Team, the sense of belonging (Ingroup Ties) and centrality of the group increased only for Team. There were also differences between sites. Nursing students had consistently higher identification scores than medical students.ConclusionsParticipation in a single sim-IPE can improve attitudes towards interprofessional learning. It can also enhance aspects of professional identity, particularly those related to affect, with potential benefits for wellbeing. Changes in identification with an immediate Team may suggest positive psychological consequences of ad hoc Team formation in the workplace.Differences between medical and nursing students suggest that their differing opportunities to work with other professions during training may change baseline attitudes and identity, but a single sim-IPE session can still have an additive effect.

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Senior Medical Students’ Attitudes toward Choosing Residency Programs in Primary Care

American Journal of Preventive Medicine ◽

10.1016/s0749-3797(18)31398-9 ◽

1985 ◽

Vol 1 (4) ◽

pp. 38-43 ◽

Cited By ~ 1

Author(s):

Robert R. Franklin ◽

Pamela A. Samaha ◽

Janet C. Rice ◽

Susan M. Igras

Keyword(s):

Primary Care ◽

Medical Students ◽

Residency Programs ◽

Students Attitudes

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Required Longitudinal Service-Learning and Its Effects on Medical Students’ Attitudes Toward the Underserved

Medical Science Educator ◽

10.1007/s40670-021-01350-7 ◽

2021 ◽

Author(s):

Monica Rose Arebalos ◽

Faun Lee Botor ◽

Edward Simanton ◽

Jennifer Young

Keyword(s):

Medical Education ◽

Medical Students ◽

Service Learning ◽

Student Attitudes ◽

Underserved Populations ◽

Preclinical Phase ◽

School Of Medicine ◽

Students Attitudes ◽

Medical Student Attitudes ◽

The University

AbstractAlthough medical students enter medicine with altruistic motives and seek to serve indigent populations, studies show that medical students’ attitudes towards the undeserved tend to worsen significantly as they go through their medical education. This finding emphasizes the need for medical educators to implement activities such as service-learning that may help mitigate this negative trend.All students at the University of Nevada Las Vegas (UNLV) School of Medicine are required to participate in longitudinal service-learning throughout medical school, and a majority of students interact with the underserved at their service-learning sites. Using the previously validated Medical Student Attitudes Towards the Underserved (MSATU), independent sample T-tests showed that students who interact with underserved populations at their sites scored with significantly better attitudes towards the underserved at the end of their preclinical phase. Subjects included 58 medical students with 100% taking the MSATU. This result indicates that longitudinal service-learning, particularly when it includes interaction with the underserved, can be one method to combat the worsening of medical students’ attitudes as they complete their medical education.

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Changing medical students’ attitudes about mental health

Medical Education ◽

10.1111/medu.12195 ◽

2013 ◽

Vol 47 (5) ◽

pp. 534-534

Author(s):

Alexandre Pereira ◽

Henry Holanda

Keyword(s):

Mental Health ◽

Medical Students ◽

Students Attitudes

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A Theoretical Framework for the Development of Views of One’s Own Aging

Innovation in Aging ◽

10.1093/geroni/igaa057.017 ◽

2020 ◽

Vol 4 (Supplement_1) ◽

pp. 6-6

Author(s):

Sarah Marrs ◽

Jennifer Inker ◽

Madeline McIntyre ◽

Leland Waters ◽

Tracey Gendron

Keyword(s):

Older Adults ◽

Medical Students ◽

Assisted Living ◽

Health Professions ◽

Theoretical Framework ◽

Community Dwelling ◽

Mentoring Program ◽

Term Care ◽

Before And After ◽

Students Attitudes

Abstract Senior mentoring programs have been established that provide medical students exposure to a community-dwelling older adult mentor. The goal of these programs is to expose students to healthy older adults, increase knowledge of geriatrics, and prepare them to care for an aging population. However, even while participating in a senior mentoring program, health professions students still demonstrate some discriminatory language towards older adults (e.g., Gendron, Inker, & Welleford, 2018). In fact, research suggests ageist practices occur, intentionally or not, among all health professions and within assisted living and long-term care facilities (e.g., Bowling, 1999; Dobbs et al., 2008; Kane & Kane, 2005). There is reason to believe that how we feel about other older adults is a reflection of how we feel about ourselves as aging individuals. As part of an evaluation of a Senior Mentoring program, we found that students’ attitudes towards older adults were not significantly improved (t (92) = .38, p = .70). To further explore this, we collected subsequent qualitative data. Specifically, we asked students to respond to the open-ended prompt before and after completing their senior mentoring program: How do you feel about your own aging? Our findings have revealed just how complex students’ views towards aging and elderhood are, pointing to a need to develop a theoretical framework for how these views are formed. Thus, the results of this qualitative grounded theory study illustrate the stages of development medical students’ progress through as they come to accept themselves as aging humans.

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