Investigating the effects of interprofessional communication education for medical students

Abstract Background Effective Interprofessional Communication (IPC) between healthcare professionals enhances teamwork and improves patient care. Yet IPC training remains poorly structured in medical schools. To address this gap, a scoping review is proposed to study current IPC training approaches in medical schools. Methods Krishna’s Systematic Evidence Based Approach (SEBA) was used to guide a scoping review of IPC training for medical students published between 1 January 2000 to 31 December 2018 in PubMed, ScienceDirect, JSTOR, Google Scholar, ERIC, Embase, Scopus and PsycINFO. The data accrued was independently analysed using thematic and content analysis to enhance the reproducibility and transparency of this SEBA guided review. Results 17,809 titles and abstracts were found, 250 full-text articles were reviewed and 73 full text articles were included. Directed Content analysis revealed 4 categories corresponding to the levels of the Miller’s Pyramid whilst thematic analysis revealed 5 themes including the indications, stages of trainings and evaluations, content, challenges and outcomes of IPC training. Many longitudinal programs were designed around the levels of Miller’s Pyramid. Conclusion IPC training is a stage-wise, competency-based learning process that pivots on a learner-centric spiralled curriculum. Progress from one stage to the next requires attainment of the particular competencies within each stage of the training process. Whilst further studies into the dynamics of IPC interactions, assessment methods and structuring of these programs are required, we forward an evidenced based framework to guide design of future IPC programs.

Download Full-text

Improving Interprofessional Communication Skills for Senior Medical Students Pursuing Pediatrics

Academic Pediatrics ◽

10.1016/j.acap.2021.04.032 ◽

2021 ◽

Author(s):

Aditi Rao ◽

Lauren Heidemann ◽

Helen Morgan ◽

James Fitzgerald ◽

Brittany Allen ◽

...

Keyword(s):

Medical Students ◽

Communication Skills ◽

Interprofessional Communication

Download Full-text

Interprofessional Communication (IPC) for Medical Students: A Scoping Review

10.21203/rs.2.20046/v1 ◽

2020 ◽

Author(s):

Chermaine Bok ◽

Cheng Han Ng ◽

Jeffery Wei Heng Koh ◽

Zhi Hao Ong ◽

Haziratul Zakirah Binte Ghazali ◽

...

Keyword(s):

Medical Students ◽

Scoping Review ◽

Full Text ◽

Faculty Training ◽

Interprofessional Communication ◽

Training Stage ◽

Healthcare Professions ◽

Effective Assessment ◽

Medical Specialities ◽

Training Modalities

Abstract BACKGROUND Interprofessional communication (IPC) improves patient care, cost efficiency and improves teamwork among healthcare professionals. For medical students IPC training is crucial to navigating complex healthcare practices yet there is little consistency to IPC training. This scoping review looks at IPC training approaches for medical students to improve preparedness for clinical practice.METHODS Arksey and O’Malley (2005) framework for scoping review was used to guide this review of articles on IPC training for medical students published between 1 January 2000 to 31 December 2017 in PubMed, ScienceDirect, JSTOR, Google Scholar, ERIC, Embase, Scopus, PsycINFO, Mednar and OpenGrey. A ‘split approach’ that sees concurrent independent use of a directed content analysis and Braun and Clarke’s approach to thematic approach was employed by different members of the research team to scrutinize the data.RESULTS 17,493 titles and abstracts were found, 250 full-text articles were reviewed and 70 full text articles were included. The ‘split approach’ to analysis forwarded similar themes that corresponded with the different levels of Miller’s Pyramid. These were “Knows”, “Knows How”, “Shows how” and “Does”. Each stage involves particular training modalities and context appropriate modes of assessments to measure medical students’ competency levels. IPC training was found to be well received, positive, increased students’ understanding and practice of communication. Obstacles to IPC training include scheduling constraints, inexperienced and untrained teachers, and initial anxiety and adjustment for students.CONCLUSIONS This scoping review reveals IPC training to be competency and assessment based, and dependent upon learning objectives and a clear alignment of expectations. Faculty training, a conducive learning environment tailored to the learner, and effective assessment methods at each training stage are crucial to the success of IPC training. Further evaluations are recommended to ensure the translatability of these findings to other medical specialities and other healthcare professions.

Download Full-text

Medical improvisation facilitating development of students’ confident responses

Porta Lingua ◽

10.48040/pl.2020.22 ◽

2020 ◽

pp. 273-278

Author(s):

Judit Fekete ◽

Kata Eklics

Keyword(s):

Medical Students ◽

Communication Skills ◽

Self Awareness ◽

Collaborative Communication ◽

Cultural Backgrounds ◽

Interprofessional Communication ◽

Medical School Training ◽

Sharing Responsibility ◽

School Training ◽

Difficult Situations

This study was conducted to examine doctor–patient and interprofessional communication skills, particularly self-awareness, listening to others, collaborative communication, assertiveness, and sharing responsibility and power in communication in simulated situations in which medical students would be expected to face problems dealing with difficult situations involving patients. The students, all proficient in English, were enrolled in a MediSkillsLab class. Three of the 15 students participating in the study came from Korea, one from Iran, one from Jordan and the rest of the students were from Norway. Most students were beyond their third year of medical school training. With the help of the new method used in this course, referred to as “medical improv”, we aimed to assess and compare which communication skills are more universally improvable based on using various improvisation techniques and methods regardless of ethnical and cultural backgrounds. Our goal was not to create a piece of “theater”, rather to use medical improv within clinical and educational settings, in which students could practice in a safe environment. The final section of this paper explores the implications of the study, especially the hypothesis that applied improvisation drastically improves communication skills of medical students coming from diverse ethnical and cultural backgrounds.

Download Full-text

967. Interprofessional Education of Medical Students in a Comprehensive HIV Care Coordination Elective

Open Forum Infectious Diseases ◽

10.1093/ofid/ofab466.1162 ◽

2021 ◽

Vol 8 (Supplement_1) ◽

pp. S576-S576

Author(s):

Melanie Goebel ◽

Natalia Rodriguez ◽

Felicia Robinson ◽

Shital Patel

Keyword(s):

Medical Students ◽

Care Coordination ◽

Interprofessional Education ◽

Barriers To Care ◽

Underserved Populations ◽

Case Managers ◽

Hiv Care ◽

Patient Centered ◽

Interprofessional Communication ◽

Medical Needs

Abstract Background Interprofessional education (IPE) is critical in undergraduate medical student curriculum to promote teamwork, increase effective communication, and improve patient-centered care especially in medically underserved populations, including those living with HIV. Methods Medical students participated in 2-week elective rotations at a freestanding, multidisciplinary HIV clinic providing comprehensive HIV care for more than 6,000 people in an urban, ethnically diverse, resource-limited population. The interprofessional faculty included physicians, pharmacists, case managers, social workers, service-linkage workers, substance use counselors, and medication access specialists. Students interviewed patients, rotated with at least four multidisciplinary health professionals at the clinic, and rounded with the HIV inpatient consult team and service linkage worker in the hospital. Each student completed a reflection paper on the barriers and facilitators of HIV care engagement. Student feedback was collected through course evaluations and debriefing sessions with course directors. Knowledge and ability to perform HIV-related services were assessed through student assessments at baseline and within 2 weeks of completing the rotation. IPE competencies Results From January 20, 2020 to May 21, 2021, 17 medical students completed the 2-week elective (5 second-year students, 10 third-years, and 2 fourth-years). Student reflection papers demonstrated understanding of barriers to care, social determinants of health, and potential solutions to improve health outcomes. Open-ended feedback was positive, with many commenting on the benefits of learning from diverse healthcare professionals in HIV care. At follow up, 80% of students rated their knowledge of ideal functioning of interprofessional teams as very good or excellent. Students reported increased ability to deliver team-based care, provide services to culturally diverse people, and coordinate care for non-medical needs. Conclusion Interprofessional education enhanced students’ knowledge of care coordination, interprofessional communication skills, competency in teamwork, and understanding of socioeconomic barriers to care in an underserved population with HIV. Disclosures All Authors: No reported disclosures

Download Full-text

Does nonviolent communication education improve empathy in French medical students?

International Journal of Medical Education ◽

10.5116/ijme.615e.c507 ◽

2021 ◽

Vol 12 ◽

pp. 205-218

Author(s):

Justine Epinat-Duclos ◽

Alexandre Foncelle ◽

François Quesque ◽

Eric Chabanat ◽

Alexandre Duguet ◽

...

Keyword(s):

Medical Students ◽

Communication Education ◽

Nonviolent Communication

Download Full-text

Interprofessional Communication (IPC) for Medical Students: A Scoping Review

10.21203/rs.2.20046/v2 ◽

2020 ◽

Author(s):

Chermaine Bok ◽

Cheng Han Ng ◽

Jeffery Wei Heng Koh ◽

Zhi Hao Ong ◽

Haziratul Zakirah Ghazali ◽

...

Keyword(s):

Content Analysis ◽

Medical Students ◽

Scoping Review ◽

Full Text ◽

Healthcare Professionals ◽

Medical Schools ◽

Training Process ◽

Interprofessional Communication ◽

Competency Based ◽

Evidenced Based

Abstract BACKGROUND: Effective Interprofessional Communication (IPC) between healthcare professionals enhances teamwork and improves patient care. Yet IPC training remains poorly structured in medical schools. To address this gap, a scoping review is proposed to study current IPC training approaches in medical schools. METHODS: Krishna’s Systematic Evidence Based Approach (SEBA) was used to guide a scoping review of IPC training for medical students published between 1 January 2000 to 31 December 2018 in PubMed, ScienceDirect, JSTOR, Google Scholar, ERIC, Embase, Scopus and PsycINFO. The data accrued was independently analysed using thematic and content analysis to enhance the reproducibility and transparency of this SEBA guided review. RESULTS: 17,809 titles and abstracts were found, 250 full-text articles were reviewed and 73 full text articles were included. Directed Content analysis revealed 4 categories corresponding to the levels of the Miller’s Pyramid whilst thematic analysis revealed 5 themes including the indications, stages of trainings and evaluations, content, challenges and outcomes of IPC training. Many longitudinal programs were designed around the levels of Miller’s Pyramid. CONCLUSION: IPC training is a stage-wise, competency-based learning process that pivots on a learner-centric spiralled curriculum. Progress from one stage to the next requires attainment of the particular competencies within each stage of the training process. Whilst further studies into the dynamics of IPC interactions, assessment methods and structuring of these programs are required, we forward an evidenced based framework to guide design of future IPC programs.

Download Full-text

Effects of Using Mixed Reality With Coaching on the Interprofessional Communication Skills of Speech-Language Pathology Graduate Students

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-20-00098 ◽

2021 ◽

pp. 1-21

Author(s):

Jacqueline A. Towson ◽

Matthew S. Taylor ◽

Diana L. Abarca ◽

Claire Donehower Paul ◽

Faith Ezekiel-Wilder

Keyword(s):

Graduate Students ◽

Self Efficacy ◽

Mixed Reality ◽

Role Play ◽

Speech Language Pathology ◽

Traditional Role ◽

Allied Health Professionals ◽

Interprofessional Communication ◽

Language Pathology ◽

The Individual

Purpose Communication between allied health professionals, teachers, and family members is a critical skill when addressing and providing for the individual needs of patients. Graduate students in speech-language pathology programs often have limited opportunities to practice these skills prior to or during externship placements. The purpose of this study was to research a mixed reality simulator as a viable option for speech-language pathology graduate students to practice interprofessional communication (IPC) skills delivering diagnostic information to different stakeholders compared to traditional role-play scenarios. Method Eighty graduate students ( N = 80) completing their third semester in one speech-language pathology program were randomly assigned to one of four conditions: mixed-reality simulation with and without coaching or role play with and without coaching. Data were collected on students' self-efficacy, IPC skills pre- and postintervention, and perceptions of the intervention. Results The students in the two coaching groups scored significantly higher than the students in the noncoaching groups on observed IPC skills. There were no significant differences in students' self-efficacy. Students' responses on social validity measures showed both interventions, including coaching, were acceptable and feasible. Conclusions Findings indicated that coaching paired with either mixed-reality simulation or role play are viable methods to target improvement of IPC skills for graduate students in speech-language pathology. These findings are particularly relevant given the recent approval for students to obtain clinical hours in simulated environments.

Download Full-text