scholarly journals Nurse’s Role from Medical Students’ Perspective during Their Interprofessional Clinical Practice: Evidence from Lithuania

Healthcare ◽  
2021 ◽  
Vol 9 (8) ◽  
pp. 963
Author(s):  
Aurelija Blaževičienė ◽  
Aurika Vanckavičienė ◽  
Renata Paukštaitiene ◽  
Asta Baranauskaitė
Keyword(s):  
Clinical Practice ◽  
Medical Students ◽  
Interprofessional Education ◽  
Correlational Design ◽  
Interprofessional Training ◽  
Professional Field ◽  
Students Attitudes ◽  
Practice Methods ◽  
High Degree

Background: Attitudes towards interprofessional education are key factors that shape students’ behaviour during interprofessional practice. An interprofessional approach to training and practice is “unique”, important, and challenging. Interprofessional education allows for a deeper understanding and analysis of problems from perspectives different to those of “us”. The aim of the study was to assess medical students’ attitudes toward the nurse’s role during their interprofessional clinical practice. Methods: This study used a descriptive, correlational design. Results: Lithuanian medical students were statistically significantly more likely to think that the role of a nurse was clear and transparent to other professionals and that nurses exuded a high degree of professionalism, sought a high degree of involvement with the patient, and built deep relationships with the patients. Foreign medical students were statistically significantly more likely to believe that nurses worked more effectively alone than in a team and that they worked with the patients within their own professional field of knowledge rather than referring patients to other professionals. Conclusions: After 6 months of interprofessional training with nurses in the hospital, medical students gain a more clear professional picture of the role of the nurse.

scholarly journals Integrating Interprofessional Case Scenarios, Allied Embedded Actors, and Teaching Into Formative Observed Structured Clinical Exams

2020 ◽  
Vol 52 (3) ◽  
pp. 209-212
Author(s):  
Peggy R. Cyr ◽  
Julie M. Schirmer ◽  
Victoria Hayes ◽  
Corinn Martineau ◽  
Meghan Keane
Keyword(s):  
Medical Students ◽  
Interprofessional Education ◽  
Test Analysis ◽  
Knowledge And Attitudes ◽  
Interprofessional Teamwork ◽  
School Of Medicine ◽  
Student Training ◽  
Students Attitudes ◽  
Interprofessional Competencies

Background and Objectives: Interprofessional education is a critical component of medical student training, yet it is often difficult to implement. Medical students who learn with, from, and about learners from other disciplines have been shown to create more effective and safe health care teams. The investigators wanted to know how participating in two interprofessional observed structured clinical exams (OSCEs) at Tufts University School of Medicine (TUSM) would affect changes in medical students’ attitudes and values in interprofessional teamwork. Methods: For the academic years 2017 and 2018, two interprofessional case scenarios were integrated into OSCEs for third-year medical students at TUSM, with an allied embedded actor (AEA) playing a social worker to an end-of-life scenario, and an AEA playing the role of a pharmacy student added to a chronic pain scenario. Students participated in didactic training about interprofessional teamwork and received structured feedback regarding interprofessional competencies following simulation cases. Changes in interprofessional knowledge and attitudes were assessed by comparing student pre- and postscenario mean scores on the Interprofessional Socialization and Valuing Scale (ISVS-21, a 21-item scale survey), with students rating themselves on a Likert scale from 1 (not at all) to 7 (to a very great extent). We performed paired t-test analysis on individual pre- and post-ISVS-21 means. Results: Three hundred fifty-three of the 417 participating medical students fully completed pre- and postsurveys. Students reported significant changes in interprofessional knowledge and attitudes (mean change=1.3, P<.0001). Students and faculty regarded the interprofessional cases very highly. Conclusions: Placing interprofessional cases involving AEAs into OSCE events is easily replicated, and positively impacts students’ attitudes and values in interprofessional knowledge.

scholarly journals The Role of Research in Guiding Treatment for Women’s Health: A Qualitative Study of Traditional Chinese Medicine Acupuncturists

2021 ◽  
Vol 18 (2) ◽  
pp. 834
Author(s):  
Mike Armour ◽  
Debra Betts ◽  
Kate Roberts ◽  
Susanne Armour ◽  
Caroline A. Smith
Keyword(s):  
Clinical Practice ◽  
Women’S Health ◽  
Women's Health ◽  
Clinical Decision ◽  
Health Conditions ◽  
Case Histories ◽  
Research Literacy ◽  
The Right ◽  
Practice Methods

Background: Surveys of acupuncture practitioners worldwide have shown an increase in the use of acupuncture to treat women’s health conditions over the last ten years. Published studies have explored the effectiveness of acupuncture for various conditions such as period pain, fertility, and labor induction. However, it is unclear what role, if any, peer-reviewed research plays in guiding practice. Methods: Acupuncturists with a significant women’s health caseload were interviewed online in three small groups to explore factors that contribute to acupuncturists’ clinical decision made around treatment approaches and research. Results: Eleven practitioners participated in the focus groups. The overarching theme that emerged was one of ‘Not mainstream but a stream.’ This captured two themes relating to acupuncture as a distinct practice: ‘working with what you’ve got’ as well as ‘finding the right lens’, illustrating practitioners’ perception of research needing to be more relevant to clinical practice. Conclusions: Acupuncture practitioners treating women’s health conditions reported a disconnect between their clinical practice and the design of clinical trials, predominantly due to what they perceived as a lack of individualization of treatment. Case histories were popular as a learning tool and could be used to support increasing research literacy.

scholarly journals A scoping review of the changing landscape of geriatric medicine in undergraduate medical education: curricula, topics and teaching methods

2022 ◽  
Author(s):  
Tahir Masud ◽  
Giulia Ogliari ◽  
Eleanor Lunt ◽  
Adrian Blundell ◽  
Adam Lee Gordon ◽  
...  
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Vertical Integration ◽  
Teaching Methods ◽  
Interprofessional Education ◽  
Older Patients ◽  
Geriatric Medicine ◽  
Recent Developments ◽  
Students Attitudes ◽  
Curriculum Topics

Abstract Purpose The world’s population is ageing. Therefore, every doctor should receive geriatric medicine training during their undergraduate education. This review aims to summarise recent developments in geriatric medicine that will potentially inform developments and updating of undergraduate medical curricula for geriatric content. Methods We systematically searched the electronic databases Ovid Medline, Ovid Embase and Pubmed, from 1st January 2009 to 18th May 2021. We included studies related to (1) undergraduate medical students and (2) geriatric medicine or ageing or older adults and (3) curriculum or curriculum topics or learning objectives or competencies or teaching methods or students’ attitudes and (4) published in a scientific journal. No language restrictions were applied. Results We identified 2503 records and assessed the full texts of 393 records for eligibility with 367 records included in the thematic analysis. Six major themes emerged: curriculum, topics, teaching methods, teaching settings, medical students’ skills and medical students’ attitudes. New curricula focussed on minimum Geriatrics Competencies, Geriatric Psychiatry and Comprehensive Geriatric Assessment; vertical integration of Geriatric Medicine into the curriculum has been advocated. Emerging or evolving topics included delirium, pharmacotherapeutics, healthy ageing and health promotion, and Telemedicine. Teaching methods emphasised interprofessional education, senior mentor programmes and intergenerational contact, student journaling and reflective writing, simulation, clinical placements and e-learning. Nursing homes featured among new teaching settings. Communication skills, empathy and professionalism were highlighted as essential skills for interacting with older adults. Conclusion We recommend that future undergraduate medical curricula in Geriatric Medicine should take into account recent developments described in this paper. In addition to including newly emerged topics and advances in existing topics, different teaching settings and methods should also be considered. Employing vertical integration throughout the undergraduate course can usefully supplement learning achieved in a dedicated Geriatric Medicine undergraduate course. Interprofessional education can improve understanding of the roles of other professionals and improve team-working skills. A focus on improving communication skills and empathy should particularly enable better interaction with older patients. Embedding expected levels of Geriatric competencies should ensure that medical students have acquired the skills necessary to effectively treat older patients.

scholarly journals Final-year medical students need to know their future supervisory role of clinical associates

2020 ◽  
Vol 62 (1) ◽  
Author(s):  
Michiel Koortzen ◽  
Lourens W. Biggs ◽  
Jacqueline Wolvaardt ◽  
Astrid Turner ◽  
Martin Bac ◽  
...  
Keyword(s):  
Medical Students ◽  
Clinical Supervision ◽  
Interprofessional Education ◽  
Cross Sectional Study ◽  
Medical Doctor ◽  
Transformative Education ◽  
Scope Of Practice ◽  
District Health ◽  
Cross Sectional

Background: A clinical associate (ClinA) is a mid-level health professional who may only practise under the supervision of a medical doctor. By extension, medical students need to be prepared for this responsibility. This study explored whether final-year medical students at one university were aware of this supervisory role, felt prepared and were knowledgeable about the ClinAs’ scope of practice.Methods: A descriptive, cross-sectional study was conducted. The population included all final-year medical students who had completed their District Health and Community Obstetrics rotations (March to November 2017). After an end-of-rotation session, 151 students were given questionnaires to complete. A list of 20 treatments or procedures was extracted from the ClinAs’ gazetted scope of practice for a ‘knowledge test’. Data were analysed with Stata and Microsoft Excel. Ethical permission was granted.Results: The response rate was 77.4% (n/N = 117/151). The majority of participants (76.1%, n = 86) had worked with a qualified or student ClinA before and had a generally positive impression (81.4%; n = 70). Almost half (47.8%; n = 56) thought that the ClinAs’ scope of work was similar to registered nurses rather than a doctor’s (38.2%; n = 44). Most were unaware that they would be required to supervise ClinAs once qualified (65.8%; n = 77). On average, participants identified 12 out of 20 treatments or procedures that a ClinA could perform.Conclusion: Despite having worked with ClinAs, participants appeared largely unaware of their future legal obligation of supervision. Adequate clinical supervision is based on the knowledge of the scope of practice, which was variable. Formal training on the scope of the work of ClinAs is needed to prepare future doctors for their supervisory role. Medical schools have an obligation to adequately prepare their students in this regard as part of their transformative education with elements of interprofessional education.

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

2020 ◽  
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 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

scholarly journals Effectiveness of simulation-based interprofessional education for medical and nursing students in South Korea: a pre-post survey

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Jihye Yu ◽  
woosuck Lee ◽  
Miran Kim ◽  
Sangcheon Choi ◽  
Sungeun Lee ◽  
...  
Keyword(s):  
Medical Students ◽  
Nursing Students ◽  
Interprofessional Education ◽  
Continuous Exposure ◽  
Interprofessional Practice ◽  
Interprofessional Learning ◽  
Simulation Based ◽  
Before And After ◽  
Effective Collaboration

Abstract Background Effective collaboration and communication among health care team members are critical for providing safe medical care. Interprofessional education aims to instruct healthcare students how to learn with, from, and about healthcare professionals from different occupations to encourage effective collaboration to provide safe and high-quality patient care. The purpose of this study is to confirm the effectiveness of Interprofessional education by comparing students’ attitudes toward interprofessional learning before and after simulation-based interprofessional education, the perception of teamwork and collaboration between physicians and nurses, and the self-reported competency differences among students in interprofessional practice. Methods The survey responses from 37 5th-year medical students and 38 4th-year nursing students who participated in an interprofessional education program were analyzed. The Attitude Towards Teamwork in Training Undergoing Designed Educational Simulation scale, the Jefferson Scale of Attitudes Toward Physician-Nurse Collaboration, and the Interprofessional Education Collaborative competency scale were used for this study. The demographic distribution of the study participants was obtained, and the perception differences before and after participation in interprofessional education between medical and nursing students were analyzed. Results After interprofessional education, student awareness of interprofessional learning and self-competency in interprofessional practice improved. Total scores for the Jefferson Scale of Attitudes Toward Physician-Nurse Collaboration did not change significantly among medical students but increased significantly among nursing students. Additionally, there was no significant change in the perception of the role of other professions among either medical or nursing students. Conclusions We observed an effect of interprofessional education on cultivating self-confidence and recognizing the importance of interprofessional collaboration between medical professions. It can be inferred that exposure to collaboration situations through Interprofessional education leads to a positive perception of interprofessional learning. However, even after their interprofessional education experience, existing perceptions of the role of other professional groups in the collaboration situation did not change, which shows the limitations of a one-time short-term program. This suggests that efforts should be made to ensure continuous exposure to social interaction experiences with other professions.

Role of behavioral sciences in development of professionalism among MBBS students

2020 ◽  
Vol 14 (1) ◽  
pp. 3-9
Author(s):  
Ammara Butt ◽  
Abid Ashar
Keyword(s):  
Medical Students ◽  
Behavioral Science ◽  
Clinical Skills ◽  
Group Discussion ◽  
Sampling Technique ◽  
P Value ◽  
Behavioral Sciences ◽  
Before And After ◽  
Students Attitudes

Background: Professionalism is a global quality expected in medical students’ along with clinical skills. Behavioral sciences have been included in 3rd year MBBS curriculum since 2014 at FJMU. The purpose of this change is to enhance Professionalism formally in addition to other areas of the subject. This study aims to determine effectiveness of studying behavioral sciences as a subject in enhancing elements of Professionalism. Subjects and Methods: The mixed-methods study was used and a sample of 240 3rd year medical students was taken by convenient sampling. In the first (quantitative) phase of the study, Penn State College of Medicine Professionalism Questionnaire (PSCOM-PQ) was administered before and after studying behavioral sciences as a subject, to collect pre and post statistical results about students’ attitudes towards professionalism. The results were analyzed by paired sample t-test. In the second (qualitative) phase, Focus Group Discussion (FGD) was conducted to reveal the reasons for professionalism development and role of Behavioral Sciences in its development. 8 students were selected by purposeful homogeneous sampling technique. FGD session was audio-taped and transcribed, finally thematic analysis was done. Results: The results showed highly significant increase (p-value= 0.00, t= -74.39, mean= -72, SD= 14.99) in the scores of Professionalism after studying behavioral sciences as a subject. The broad themes identified by FGD were “Professionalism Related Skills Learned through Behavioral Sciences” and “Modes of Information Transfers’ Role in Professionalism Understanding”. The professional skills conceptualized by the students included emotional stability, empathy, psychoeducation, confidentiality, competency and sense of responsibility. The participants felt that professionalism develops by the means of lectures, workshops, role plays, modeling and formal assessment sessions. Conclusion: Study of behavioral science has significant effect in the development of professionalism among MBBS students and is well received by third year MBBS students.

Effective interprofessional simulation training for medical and midwifery students

2015 ◽  
Vol 1 (3) ◽  
pp. 87-93 ◽  
Author(s):  
S E Edwards ◽  
S Platt ◽  
E Lenguerrand ◽  
C Winter ◽  
J Mears ◽  
...  
Keyword(s):  
Medical Students ◽  
Clinical Care ◽  
Team Building ◽  
Clinical Settings ◽  
Multiple Choice Questions ◽  
Educational Impact ◽  
Validated Questionnaire ◽  
Interprofessional Training ◽  
Interprofessional Working ◽  
Students Attitudes

IntroductionGood interprofessional teamworking is essential for high quality, efficient and safe clinical care. Undergraduate interprofessional training has been advocated for many years to improve interprofessional working. However, few successful initiatives have been reported and even fewer have formally assessed their educational impact.MethodsThis was a prospective observational study of medical and midwifery students at a tertiary-level maternity unit. An interprofessional training module was developed and delivered by a multiprofessional faculty to medical and midwifery students, including short lectures, team-building exercises and practical simulation-based training for one obstetric (shoulder dystocia) and three generic emergencies (sepsis, haemorrhage, collapse). Outcome measures were interprofessional attitudes, assessed with a validated questionnaire (UWE Interprofessional Questionnaire) and clinical knowledge, measured with validated multiple-choice questions.ResultsSeventy-two students participated (34 medical, 38 midwifery). Following training median interprofessional attitude scores improved in all domains (p<0.0001), and more students responded in positive categories for communication and teamwork (69–89%, p=0.004), interprofessional interaction (3–16%, p=0.012) and interprofessional relationships (74–89%, p=0.006). Scores for knowledge improved following training for medical students (65.5% (61.8–70%) to 82.3% (79.1–84.5%) (median (IQR)) p<0.0001) and student midwives (70% (64.1–76.4%) to 81.8% (79.1–86.4%) p<0.0001), and in all subject areas (p<0.0001).ConclusionsThis training was associated with meaningful improvements in students’ attitudes to teamwork, and knowledge acquisition. Integrating practical tasks and teamwork training, in authentic clinical settings, with matched numbers of medical and non-medical students can facilitate learning of both why and how to work together. This type of training could be adopted widely in undergraduate healthcare education.

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

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.

scholarly journals Transprofessional Clinical Practice Improves Medical Students’ Attitudes Towards Team Collaboration

2020 ◽  
Author(s):  
Kazunori Ganjitsuda ◽  
Masami Tagawa ◽  
Takuya Saiki ◽  
Makoto Kikukawa ◽  
Akiteru Takamura ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Medical Students ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Collaborative Work ◽  
Japanese Version ◽  
Average Score ◽  
Clinical Clerkship ◽  
Cross Sectional ◽  
Medical Trainees

Abstract Background Collaborative work between multiple health professions provides high quality health services and results in optimum outcomes, and interprofessional education is known as an effective strategy for improving attitudes towards interprofessional work. However, it has been repeatedly reported that physicians have poor attitudes towards collaboration with other health professionals, and how medical trainees develop their collaborative attitude during undergraduate education has not been examined in detail. The aim of this study was to investigate how medical trainees’ collaborative attitude changes and whether educational intervention modifies this process.Methods This was a cross-sectional study targeting first- (just after admission), fourth- (pre-clinical) and sixth- (prior to graduation) year medical students in seven medical schools in Japan, second-year residents in four medical school hospitals, and doctors in one university. A survey using the Japanese version of the Jefferson Scale of Attitudes Toward Interprofessional Collaboration was conducted from 2016 to 2017. The average score of each group, institution and gender, and the relationship between scores and length of teamwork courses and clinical clerkship were analyzed.Results A total of 2504 (response rate 83.0%) responses were received. The average scores of first-, fourth- and sixth-year medical students, residents, and doctors were 110.1, 105.8, 105.6, 102.4, and 107.0, respectively. A three-way analysis of variance of students’ scores showed that learning year, institution, gender, and the interaction between institution and learning year were significant variables. Scores of female students were significantly higher than those of male students.The length of interprofessional education courses in preclinical years was significantly correlated with scores among fourth-year students, but not sixth-year medical students. The length of clinical clerkship was significantly correlated with scores among sixth-year medical students.Conclusion Collaborative attitude towards teamwork was low among advanced year medical students and residents. Clinical practice with multiple professions in long-term clinical clerkship, which was classified as transprofessional education, might be the most effective intervention for improving attitudes towards collaboration among medical students.

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