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The quality of hospital discharge summaries improved following the implementation of a novel, structured program to teach chart documentation skills. Ongoing improvement was seen 1 and 2 years into the program, suggesting that continuing instruction in those skills was beneficial.

ObjectivesThe purpose of this study was to investigate attitudes toward interprofessional learning among first year medical, nursing, and physician associate students at an American university at the start of their training. MethodsFirst year medical (n=101), nursing (n=81), and physician associate (n=35) students were invited to complete an anonymous online survey which included items related to demographic information and the Readiness for Interprofessional Learning Scale. Scores were compared by the general linear model and Duncan’s multiple range test while controlling for demographic differences.  ResultsAll three groups scored in the high range, indicating readiness for shared learning. Female students, those with advanced degrees, and those with healthcare experience prior to enrolment in health professional school had significantly higher scores than their counterparts. After controlling for differences in demographic factors, nursing students scored significantly higher than physician associate and medical students (F (2,162) = 6.22, 0.0025).  ConclusionsHealth professions students demonstrated readiness for interprofessional learning early in their academic programs, however important differences in baseline readiness emerged. These findings suggest that educators consider baseline attitudes of students when designing interprofessional education curricula, and use caution when extrapolating data from other geographies or cultures.

Efforts to improve interprofessional education (IPE) are informed by attitudes of health professional students, yet there are limited US data on student characteristics and experiences associated with positive attitudes towards IPE. A cohort of US medical, nursing, and physician associate students was surveyed in their first and third years, using the Readiness for Interprofessional Learning Scale and Interdisciplinary Education Perception Scale. Information was also collected on demographics and experiences during training. Health professional students differed in their attitudes towards IPE; characteristics associated with having more positive attitudes at both time points included being a nursing student, female, older, and having more previous healthcare experience. Students who participated in interprofessional extracurricular activities (particularly patient-based activities) during training reported more positive attitudes in the third year than those who did not participate in such activities. Based on these findings, schools may consider how student characteristics and participation in interprofessional extracurricular activities can affect attitudes regarding IPE. Building on the positive elements of this interprofessional extracurricular experience, schools may also want to consider service-learning models of IPE where students work together on shared goals.

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Background: Shared learning among health professional students has the potential to improve collaboration and reduce medical errors resulting in improved patient outcomes. While organizational difficulties pose significant challenges to implementing interprofessional learning, negative student attitudes may pose the greatest barrier to change. Thus, the aim of this qualitative study was to determine perceptions of first year health students (medical, nursing, and physician associate) toward interprofessional learning. Methods and findings: Content analysis was used to identify the repetitive themes regarding the facilitators and barriers to interprofessional education (IPE). Krippendorff's method was used to analyze comments written in an open-ended survey completed by first year medical (48/101 or 48%), nursing (59/81 or 73%) and physician associate (19/35 or 54%) students representing a response rate of 58% from one university in New England. Conclusions: Five interrelated themes emerged: Barriers included: History as prologue and Misunderstanding of "others", versus Resistance to "others". Facilitators included: Personal characteristics, Professional characteristics and Educational characteristics. Unique to medical students is Self-conscious emotions, while Optimism is unique to nursing students. While students may be ready to transform our educational systems, attention must be focused on the learning environment and complex factors that will facilitate this transformation.