Hirsch Christine, Audet Emily, Dawood Ekrahh, Beardmore Freya, Hussain Nafeesa, Wong Wing Chi, Barry Robert J, Buckley Sharon
College of Medical and Health Sciences, University of Birmingham, Birmingham, United Kingdom.
Royal Wolverhampton NHS Trust, Wolverhampton, United Kingdom.
Front Med (Lausanne). 2025 Jan 28;11:1497799. doi: 10.3389/fmed.2024.1497799. eCollection 2024.
Student interprofessional education (IPE) societies or organizations are popular ways to support pre-registration health professions students to develop the understanding and skills needed for collaborative working. Our experience with the University of Birmingham Knowledge and Skills Exchange (KASE) is that, whilst such societies can be excellent vehicles for IPE, sustaining them can be challenging; and that consistent faculty support, adequate resource and a focus for society activities are needed for them to flourish. Whilst the longer term impact of pre-registration IPE has been demonstrated, less is known about the influence of student IPE society membership on participants' subsequent professional practice. To inform institutional decisions about establishing and maintaining a student IPE society, we have investigated the perceptions of early career health professionals who were KASE members during their pre-registration training.
KASE alumni working as early career health professionals were invited to participate in the study. Their perceptions of the influence of KASE on their transition to practice and experience as early career health professionals were explored through online semi-structured interviews and interview transcripts analyzed thematically. Resulting themes were reviewed for relevance to the University of Birmingham (UK) IPE Framework, which uses the competency domains of the Canadian Interprofessional Health Collaborative Competency Framework as the required learning outcomes for IPE at Birmingham.
Eight interviews with former KASE members were conducted between November 2022 and March 2023. Interviewees had between 2 and 5 years of experience in their professional role. Six themes relating to the influence of KASE on their subsequent professional practice were identified: interprofessional communication, teamworking, patient-centered care, leadership and organizational skills, confidence and resilience. Three of these themes related to required IPE learning outcomes. Two further themes: time to build relationships; and informality and autonomy, suggested possible reasons for such influence.
Early career health professionals considered that participation in the KASE student IPE society helped their transition into the healthcare work environment and encouraged them to adopt a more collaborative and patient-centered approach. Benefits reported suggest that faculty support for institutional student IPE societies is worthy of consideration.
学生跨专业教育（IPE）社团或组织是支持预注册卫生专业学生培养协作工作所需理解能力和技能的常用方式。我们在伯明翰大学知识与技能交流（KASE）方面的经验是，虽然此类社团可以成为跨专业教育的出色载体，但维持它们可能具有挑战性；并且需要教师的持续支持、充足的资源以及社团活动的重点，才能使其蓬勃发展。虽然预注册跨专业教育的长期影响已得到证明，但关于学生跨专业教育社团成员身份对参与者后续专业实践的影响知之甚少。为了为有关建立和维持学生跨专业教育社团的机构决策提供信息，我们调查了在预注册培训期间是KASE成员的早期职业卫生专业人员的看法。
邀请担任早期职业卫生专业人员的KASE校友参与研究。通过在线半结构化访谈探索了他们对KASE对其向早期职业卫生专业人员过渡及实践体验的影响的看法，并对访谈记录进行了主题分析。审查得出的主题与伯明翰大学（英国）跨专业教育框架的相关性，该框架将加拿大跨专业卫生协作能力框架的能力领域用作伯明翰跨专业教育的所需学习成果。
2022年11月至2023年3月期间对8名前KASE成员进行了访谈。受访者在其专业角色方面有2至5年的经验。确定了与KASE对其后续专业实践的影响相关的六个主题：跨专业沟通、团队合作、以患者为中心的护理、领导和组织技能、信心和适应力。其中三个主题与所需的跨专业教育学习成果相关。另外两个主题：建立关系的时间；以及非正式性和自主性，表明了这种影响的可能原因。
早期职业卫生专业人员认为，参与KASE学生跨专业教育社团有助于他们过渡到医疗工作环境，并鼓励他们采用更具协作性和以患者为中心的方法。报告的益处表明，教师对机构学生跨专业教育社团的支持值得考虑。
