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Aims and objectivesThe present study aimed to investigate the effects of interprofessional education on healthcare providers' intentions to engage in an interprofessional shared decision‐making (IP‐SDM) process at emergency department and exploring the affecting factors on their intentions.MethodsWe conducted the study through a sequential explanatory mixed method (quantitative‐qualitative) design. All ED residents and nurses from two university hospitals were invited and assigned to the intervention and control groups. The intervention group was exposed to case‐based learning sessions conducted by applying interprofessional strategies. The intentions of the participants engaged in IP‐SDM were assessed before and 2 weeks after the intervention by a questionnaire designed based on the theory of planned behaviour. The questionnaire scores were compared between the intervention and control groups using analysis of covariance (ANCOVA). Partial eta‐squared (η2) was used for effect size calculations in ANCOVA. Subsequently, to explore the affecting factors in engagement in IP‐SDM, qualitative data were collected through semi‐structured individual interviews. The inductive content analysis approach by Elo and Kyngas was employed to analyze the qualitative data.ResultsOut of 117 potentially eligible healthcare professionals, 113 completed the study in the intervention (n = 55) and control (n = 58) groups. The results showed that the difference between the mean scores of the learners in the intervention (1.41 ± 0.27) and control (0.80 ± 0.52) groups was statistically significant (P‐value = .00001). The main effect of the intervention and a large educational effect size for the intervention were found to be statistically significant F (1, 11) = 180.54, P‐value = .00001, η2 = 0.62. The qualitative data analysis showed two main categories of “team‐based facilitators” and “contextual challenges” as the main affecting factors in the engagement of participant in IP‐SDM.ConclusionOur findings suggested that applying interprofessional education strategies could improve the learners' intention to engage in IP‐SDM. Moreover, the results showed that the interprofessional collaboration among team members, adherence to the team‐based care principles, and administrative support at different levels could be the influential factors the intentions of the participants to engage in IP‐SDM.

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Objectives This study aimed to explore Swedish physicians’ perceptions regarding physician-patient communication in an Iranian context and to obtain a deeper understanding of their lived experience when encountering Middle Eastern and Swedish patients in their daily work. Methods This is a multi-method study, including conventional content analysis in combination with phenomenological methodology. A triangulation approach to data collection and analysis was used. Serving the purpose of the study, twelve Swedish physicians with previous experience of Middle Eastern patients were purposely selected to participate in the study. They watched a video showing simulated patient encounter in an Iranian context. The video served as a trigger. Semi-structured interviews were conducted focusing on the participants’ perceptions of the video and their lived experiences. Constant comparative analysis was used for a deep understanding of the data. Results The core themes were cultural diversity, doctor-centeredness, and patient-centeredness. Cultural diversity was a convergent theme and included trust, interpersonal interaction, context, and doctor dominancy. Patient-centeredness and doctor-centeredness were divergent themes and included doctors’ authority, equity, the experience of illness, and accountability. Conclusions The participants confirmed large cultural differences in doctor-patient communication when encountering Iranian and Swedish patients. Inter-cultural and cross-cultural competencies were made visible. To be able to appreciate other cultures’ health values, beliefs, and behaviors, increased cultural competence in health care is of importance.

Aim and background: Diagnostic thinking is the ultimate goal of educational system and the basis for clinical reasoning. The aim of this study was to assess the clinical reasoning and diagnostic thinking ability of dental students by key features test and Diagnostic thinking inventory (DTI) questionnaire. Materials and methods The present study was a descriptive cross-sectional study. The participants consisted of 61 senior dental students. Clinical reasoning and diagnostic thinking were assessed by key feature test and DTI questionnaire, respectively. To design the KF test questions, the blueprint of exam was first designed in expert panel based on dental curriculum. The questions developed based on common cases in oral and maxillofacial diseases by the group of oral and maxillofacial specialists. The DTI was developed by Bourdieu et al. in France and consists of 41 questions on a 6-point Likert scale, of which 21 are memory structure category and 20 are in flexibility in thinking category. Satisfaction of student assessed through a 10-item questionnaire. Data were analyzed using SPSS 19 by descriptive tests (mean, SD, percentage) and student independent T-test and Pearson test. Significance level was determined p < 0.05. Results The mean scores of the key features test of students were 56.55 ± 7.80. No significant difference was reported between clinical reasoning scores of key features test by students' gender (p-value = 0.19). There was no significant difference between the scores of diagnostic thinking between men and women (p-value = 0.11). The difference in students' scores in the domain of flexibility in thinking was significantly higher among male students than female students. (P-value = 0.04). There was no significant correlation between students' diagnostic thinking scores and their clinical reasoning scores in the key features test. Conclusion Based on the present results, the clinical reasoning and diagnostic thinking skills of participants were reported in the low level. This issue emphasizes the need for training to enhance diagnostic thinking and clinical reasoning in dental education. Formative evaluation and reform the educational programs of this course should be considered.

This study aimed to assess the effectiveness of an interprofessional education model (IPE) based on the transtheoretical model to improve the participants' interprofessional collaborative practice. The study was conducted in Iran using a controlled before-and-after study design. The participants (n = 91) were the residents of emergency medicine and nurses of the emergency units from two teaching hospitals affiliated to Iran University of Medical Sciences. The participants in the intervention group (n = 40) were 22 residents and 18 nurses. The control group (n = 51) consisted of 20 residents and 31 nurses. The participants were classified based on their stage of readiness to change. The interventions were two-day workshops for each stage (i.e., attitude and intention). We used the Interprofessional Collaborator Assessment Rubric (ICAR) to assess the effectiveness of the developed model. The interprofessional collaboration of the participants in the intervention and control groups was assessed at four time points before and after the intervention in the real emergency unit environment. Student's t-test and repeated measures analysis of variance (RM-ANOVA) were used to analyse the data. We used partial eta-squared (η) for effect size calculations. The mean values of ICAR scores in the intervention and control groups were 95.63 ± 19.14 and 89.19 ± 16.11 before the intervention. The mean values of ICAR scores at 3 months after the intervention were 99.82 ± 22.32 and 88.29 ± 16.87 in the intervention and control groups, respectively. After 6 months, the mean values of ICAR scores of the intervention and control groups were 98.6 ± 23.40 and 87.98 ± 16.01, respectively. The results showed that the intervention had a medium educational effect size (partial η = 0.06) on performance of the participants. Our results showed that an IPE model that is tailored to the learners' stage of readiness to change improves interprofessional collaboration in the participants. The developed model could be applied for improving interprofessional collaborative performance in other IPE programmes.

Background The knowledge and attitude of health care providers are important and influential factors in providing care services to the elderly and need to be considered during the training course. Simulation in geriatric nursing education can be an opportunity for learners to experience the restrictions of the elderly. The present study was conducted to determine the effect of training through simulation on the attitude and knowledge of nursing students in elderly care. Methods This study was quasi-experimental with two experimental and control groups of pre and post-test, which was conducted on 70 nursing students of the 5th semester (two groups of 35 people). For the experimental group, the elderly simulation suit was worn for two hours, which was designed by the researcher and created sensory, physical, and motor restrictions similar to the elderly for students. Before and after the study, Kogan’s attitudes toward older people scale and Palmore’s “facts on aging quiz” were completed by students. The data were analyzed using an independent t-test and paired t-test using SPSS version 16 software. Results The mean scores of students’ knowledge in the experimental and control groups had no significant difference at the beginning of the study (p < 0.05). But the mean scores of knowledge in the experimental group before and after the intervention was (9.2 ± 2.6) and (15.3 ± 3.5), respectively, and in the control group before and after the intervention was (10.4 ± 2.9) and (11.3 ± 2.6), respectively, which had a statistically significant difference (p = 0.0001). The mean scores of students’ attitudes in the experimental and control groups had no significant difference at the beginning of the study (p < 0.05). The mean scores of attitude in the experimental group before and after the intervention was (114.69 ± 8.4) and (157.31 ± 10.7), respectively and in the control group before and after the intervention was (113.34 ± 13.6) and (108.5 ± 16.6), respectively, which was significantly different (p = 0.0001). Conclusions Based on the findings, the experience of aging restrictions through simulation has improved the knowledge and attitude of nursing students towards the elderly. Nursing education requires the growth of attitudinal skills, individuals’ beliefs, and creating empathy among them, so creating simulation opportunities can assist nursing students in the educational processes.

Introduction: Despite the fact that virtual education has been launched for a short time in medical sciences universities, especially Shahid Sadoughi University of Yazd, it is on initial steps. There is still no information available on the possible effects of this course so that we cannot identify the potential obstacles or problems or use its benefits in efficient way. In the present study, the researchers sought to explain the experiences and perspectives of teachers and students by using qualitative approach. Methods: This study was conducted using a qualitative approach and semi-structured interview. The target population for the interview was teachers and students who had experienced such courses at Shahid Sadoughi University of Medical Sciences in 2019. Result: The findings highlighted seven strengths in areas such as time, place, and cost. Interviews have been done from 15 teachers. In examining weaknesses in virtual education, four main categories include facilities, equipment, classroom control, inadequate teacher preparation, and student and emotional and cultural issues and eleven subcategories were extracted. Conclusion: With respect to some obstacles in current education and due to the ever-increasing advances in technology, the use of virtual education methods is needed. If the weaknesses in the implementation of this approach, including upgrading of training and skills levels, technical infrastructure and equipment and cultural context, are fulfilled, it would be more successful.