Exploring medical students' early experiences of interacting with the multi-disciplinary team (MDT): A qualitative study.

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BACKGROUND

Interprofessional education relates to educators and learners from two or more different health professions working together to create a collaborative learning environment which aims to improve patient care and teamwork. Part of a doctor's role requires an understanding and respect for the multiple professions involved in patient care and an ability to work within an interprofessional team. Development of future NHS highlights a central role for IPE.This study aims to explore the early experiences that medical students have with the MDT, looking at IPE at Barts and London School of Medicine and Dentistry.It aims to understand students preconceptions of different professional roles involved in patient care, and the effect of these shadowing experiences on these views, and explore students opinions on what are the barriers to effective interprofessional collaboration.

METHODS

Thematic analysis of student reflections 50 reflections usedOrganised using NvivoThematic analysis approachTree like framework of codes and subcodes Focus group and interviews More detailed exploration of key themes and issuesTotal 50 minutes recording timeSame codes used and organised in NVivo Results: Students interacted with a variety of health professionals, developing awareness of interprofessional teamwork, and of the different roles involved in patient care. Students showed very limited prior knowledge and stereotyped views of some professional roles in healthcare, but demonstrated changes in attitude as a result of IPE, and were able to gain a greater understanding and appreciation of different professions.

CONCLUSIONS

Students feel more comfortable approaching and learning from those who are actively involved in working and communicating with them and their team throughout their placement. It is important that opportunities for the students to shadow other professions are encouraged and supported as students find it challenging approaching and initiating these encounters themselves.