Al-Qallaf Amal Jasim, Akhtar Muhammad Umair, Fouda Mohamed Nagi, Alyas Omar Anwar, Akram Jannat, Mashal Rahaf, Atif Nashmiyya
Language and Culture Unit, Royal College of Surgeons in Ireland - Bahrain, Manama, Kingdom of Bahrain.
School of Medicine, Royal College of Surgeons in Ireland - Bahrain, Manama, Kingdom of Bahrain.
BMC Med Educ. 2024 Dec 31;24(1):1564. doi: 10.1186/s12909-024-06489-6.
As the healthcare field is undergoing a paradigm shift, the role of interprofessional education (IPE) is being widely accepted and recognized. Despite this, IPE interventions are not employed globally and the use of such interventions is variable. Additionally, there is an ongoing debate over how and when to employ IPE interventions. This qualitative study was conducted at Royal College of Surgeons in Ireland - Bahrain (RCSI Bahrain) to understand medical and nursing students' attitudes, expectations, perspectives and experiences in relation to IPE.
Medical and nursing students from all cycles and levels of the medical and nursing programs at RCSI Bahrain participated in Focus Group Discussions (FGDs) and interviews where they discussed issues and opinions related to IPE. These discussions were then transcribed for analysis. Thematic analysis of the data using a grounded theory approach was carried out using a four-staged process of reading transcripts, identifying possible themes and structures and building theory.
16 elected class representatives participated in the study. The comprehensive process of thematic analysis led to the emergence of five themes and associated subthemes: integrated curriculum (realistic interventions, idealistic interventions, varied perspectives), role recognition (communication, task division), understanding of team dynamics (harmonious collaboration, amplification of strengths, team management), cultural practices (organizational culture, interpersonal culture), and social conditioning (identity navigation, stereotype persistence, varied mindsets). The sequential relationship between these themes provides an approach for integrated IPE in healthcare curricula.
This qualitative study investigated medical and nursing students' perspectives on IPE at RCSI Bahrain. The identified themes provide a valuable framework for policymakers and medical educators to design and implement effective IPE interventions, thereby enhancing interprofessional collaboration and improving patient outcomes in healthcare settings.
随着医疗保健领域正在经历范式转变，跨专业教育（IPE）的作用正被广泛接受和认可。尽管如此，IPE干预措施并未在全球范围内得到应用，且此类干预措施的使用情况各不相同。此外，关于如何以及何时采用IPE干预措施也存在持续的争论。这项定性研究在爱尔兰皇家外科医学院巴林分校（RCSI Bahrain）开展，旨在了解医学和护理专业学生对IPE的态度、期望、观点和经历。
RCSI Bahrain医学和护理专业所有阶段和层次的医学与护理专业学生参加了焦点小组讨论（FGD）和访谈，他们在讨论中探讨了与IPE相关的问题和观点。然后将这些讨论内容转录以供分析。采用扎根理论方法对数据进行主题分析，过程包括四个阶段：阅读转录本、识别可能的主题和结构以及构建理论。
16名当选的班级代表参与了该研究。全面的主题分析过程产生了五个主题及相关子主题：综合课程（现实干预、理想干预、不同观点）、角色认知（沟通、任务分工）、对团队动态的理解（和谐协作、优势放大、团队管理）、文化实践（组织文化、人际文化）以及社会环境（身份导航、刻板印象持续存在、不同思维方式）。这些主题之间的顺序关系为医疗保健课程中的综合IPE提供了一种方法。
这项定性研究调查了RCSI Bahrain医学和护理专业学生对IPE的看法。所确定的主题为政策制定者和医学教育工作者设计和实施有效的IPE干预措施提供了有价值的框架，从而加强跨专业协作并改善医疗保健环境中的患者治疗效果。
