Building interprofessional identity in neurology with interactive interprofessional learning: a randomized controlled trial.

BACKGROUND

Despite the essential role of interprofessional collaboration in neurology, to improve patient outcomes, targeted research on interprofessional learning (IPL) interventions during neurology clerkships remains limited. This study aimed to assess the impact of a brief interactive IPL workshop on interprofessional identity among medical students.

METHODS

In this randomized controlled trial, neurology clerkship students (N = 39) were allocated to either a 90-min interactive IPL workshop or a non-interactive control session. We assessed outcomes by triangulating findings across Extended Professional Identity Scale (EPIS-G) scores, challenges and opportunities perceived by students, and reflective responses on interprofessional identity and applicability.

RESULTS

On a group level, The IPL intervention group (n = 27) demonstrated improvements in all domains of interprofessional identity on the EPIS-G (paired samples t-test, p < 0.001) which was not observed in the control group (n = 10). Communication challenges and resource limitations were primary concerns among students, while information sharing and enhanced patient care emerged as key opportunities. Qualitative analysis highlighted students' increased commitment to collaboration, openness to teamwork, and recognition of the patient care benefits inherent in collaborative practices.

CONCLUSIONS

An interactive 90-min IPL workshop within a neurology clerkship can initiate medical students' interprofessional identity formation. Students' insights into relevant challenges and opportunities indicate their basic understanding of the complexity of collaborative practice. This study supports the future integration of IPL specifically within neurology to advance collaborative practice.