The CEW course seemed to provide the students with an opportunity to develop their own professional roles and their functions as team members.

This follow-up study describes the former students' lasting impressions of a two-week interprofessional course on a training ward aimed at enhancing the understanding of the roles of other professions and the importance of communication for teamwork and for patient care as well as providing an opportunity for profession-specific training. A questionnaire with both closed and open-ended questions was sent to 633 former students two years after the course and 348 (55%) responded. The course was rated as very good and most of the former students had lasting and positive impressions. Ninety-two percent of respondents encouraged teamwork in their present work and 90% wanted to retain the course. The qualitative analysis of the open-ended questions resulted in five categories describing students' perceptions: professional role development, working in teams, tutoring, patient care and future aspects of the course and real world practice. Our results suggest that interprofessional training during undergraduate education provides lasting impressions that may promote teamwork in students' future occupational life.

No abstract

This study presents the cross-cultural adaptation of the RIPLS and demonstrates that its subscale Teamwork and Collaboration is the only reliable subscale. The other 2 subscales (Professional Identity, and Roles and Responsibilities) probably require further scrutiny and development, at least in the Swedish population.

Background: Mentoring is known to develop professional attributes and facilitate socialization into a profession. Only a few structured mentoring programmes for medical students have been reported in the literature. Aim: The objective of this study was to investigate undergraduate medical students' experiences and perceptions of one-to-one mentoring and whether they felt that the mentorship promoted their personal and professional development. Methods: Medical students (n ¼ 118) during their third and fourth years of their studies were offered a personal mentor for 2 years and followed up via a questionnaire when the mentoring programme was completed. Statistical software was used to compute data. Open-ended questions were analyzed by content analysis. Results: Most of the respondents experienced that the mentoring programme had facilitated their professional and personal development. The role of the mentor was experienced as being more supportive than supplying knowledge. The students appreciated talking to a faculty not connected with their courses. The few barriers to a successful mentorship were mainly related to timing logistics and 'personal chemistry'. Conclusions: One-to-one mentoring during clinical courses seems to enhance the medical student's professional and personal development. Future studies are needed to get a deeper understanding and knowledge about factors of importance for successful mentorship.

Study orientations appear to play a role in the way students evaluate interprofessional training. This should be taken into account in instruction. Students with a 'Cookbook' approach to learning showed an increased understanding of interprofessional collaboration after the course.

No abstract

No abstract