A mixed methods study on the readiness of dental, medical, and nursing students for interprofessional learning

Numasawa, Mitsuyuki; Nawa, Nobutoshi; Funakoshi, Yu; Noritake, Kanako; Tsuruta, Jun; Kawakami, Chiharu; Nakagawa, Mina; Yamaguchi, Kumiko; Akita, Keiichi

doi:10.1371/journal.pone.0255086

Cited by 8 publications

(6 citation statements)

References 25 publications

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“…In the present study, signi cant changes were observed in the teamwork and collaboration subscale for students who participated, regardless of whether they were EOL cases. Similar effects of RIPLS have been observed in other EOL studies [29] and interprofessional work case studies [30]. This supports our result that case study and group discussion are effective for building teamwork and collaboration within the medical college for education in multiple professions.…”

Section: Discussionsupporting

confidence: 90%

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Examining the effectiveness of the case study method to access attitudes toward palliative care among healthcare university students

Nakamura

Kukimoto

Kobayashi

et al. 2023

Preprint

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Background Palliative care requires a culture of collaboration between healthcare professionals. Interprofessional education (IPE) can improve attitudes toward interdisciplinary teamwork and teamwork skills of healthcare students. This study aimed to assess the effect of a case study with a multi-disciplinary group discussion on students' attitudes to palliative care and their teamwork skills. Methods This pretest–posttest study was conducted as part of a mandatory course comprising 15 lectures for third-year students in a university in Japan. The participants were recruited at the beginning of the course. Students were assigned 18 different cases and created care plans based on their professional perspectives. The intervention group involved the EOL case, while the control group involved other cases. Data were collected before and after students participated in the case study. Three primary surveys were administered before and after the case study: Frommelt Attitude Toward Care of the Dying Scale Form B Japanese version (FATCOD-B-J), Readiness for Interprofessional Learning Scale (RIPLS), and Death Attitude Inventory (DAI). The Shapiro-Wilk test was used for assessing normality of the distribution. We examined the pre- and post-intervention changes in each outcome and the post-intervention group differences. Results We received 169 completed questionnaires. Comparisons of change between groups showed no significant differences. FATCOD-B-J for the EOL group showed significant differences; the post-intervention outcome increased in the perceptions of patient- and family-centered care. RIPLS scores of both groups significantly increased at the post-intervention outcome in the subcategory of teamwork and collaboration. Conclusions For pre-licensure healthcare students, the EOL case study with multidisciplinary group discussions is an effective approach to enhance students’ skills and knowledge about the needs of EOL patients and their family. Case studies are also a straightforward learning method to help students learn to work in interprofessional teams. We assume that the results of this study are highly feasible and versatile.

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Section: Discussionsupporting

confidence: 90%

“…Compared to the pre-test, the post-test RIPLS scores of both groups signi cantly increased to a mean (± SD) 78.87 ± 8. 30…”

Section: Effects On Readiness For Interprofessional Learning Scalementioning

confidence: 99%

Examining the effectiveness of the case study method to access attitudes toward palliative care among healthcare university students

Nakamura

Kukimoto

Kobayashi

et al. 2023

Preprint

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“…The finding of this study of a positive association between centrality and students' academic performance was consistent with prior studies in medical and dental education. 9,30,31 Because teamwork is emphasized in health care 3 and health care education, 32 centrality may play an important role in achieving optimal academic performance.…”

Section: Discussionmentioning

confidence: 99%

Association between the social network of medical students and their academic performance on the anatomy written examination

Nawa

Numasawa

Yamaguchi

et al. 2023

Anatomical Sciences Ed

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Although medical students learn human anatomy within a social network of friends/classmates, limited research has examined how social network structure is related to student's performance in human anatomy examinations. This study aimed to examine the association between centrality (i.e., the degree to which a student is connected to other students in class) before the start of the anatomy laboratory and changes in centrality owing to the start of the laboratory and failing the written examination taken on the last day of the course. Data included all 211 medical students at Tokyo Medical and Dental University who took anatomy classes in 2018 and 2019. The in‐class social network before the laboratory was defined as “connected” if the student had more than one connection to the same individual in terms of the type of club activity, high school, and affiliation with an extracurricular program. The laboratory group adds the connection to the prelaboratory network, resulting in a postlaboratory network. Logistic regression models were used to estimate the association of degree and eigenvector centrality and changes in centrality after the laboratory with failing the written examination. Of the 211 students, 38 failed the examination. A one standard deviation increase in eigenvector centrality before the laboratory was significantly associated with a 44% decrease in odds of failing the examination (OR: 0.56, 95% CI: 0.34, 0.92). Changes in centrality measures were not associated with the performance of students in the examination. Higher in‐class network centrality was associated with lower odds of failing the written examination.

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“…Oral health professionals can provide professional oral healthcare to prevent aspiration pneumonia and postoperative complications [ 8 – 10 ]. Therefore, both dental and nursing students need to learn about oral healthcare, nursing care, and interprofessional communication skills and to understand interprofessional healthcare practices [ 11 ].…”

Section: Introductionmentioning

confidence: 99%

“…Several studies have shown that IPE between oral health professionals and nurses has a beneficial impact on students’ understanding of team medicine [ 17 – 22 ]. However, there are few studies and reports on IPE in Japan [ 11 , 23 ]. Moreover, to our knowledge, no studies of IPE programmes have included a combination of nursing care training and oral healthcare training.…”

Section: Introductionmentioning

confidence: 99%

Development of interprofessional education programmes in nursing care and oral healthcare for dental and nursing students

Haresaku,

Naito,

Aoki

et al. 2024

BMC Med Educ

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Background Interprofessional education (IPE) is essential for healthcare students to collaborate effectively in multidisciplinary teams. This study aimed to identify the effect of IPE programmes in nursing care and oral healthcare on dental and nursing students’ perceptions of interprofessional collaboration. Methods The study included 101 third-year dental and 98 fourth-year nursing students. The participants were divided into mixed-professional groups of four (2 dental and 2 nursing students). They participated in nursing care and oral healthcare training programmes that included student-on-student training and discussion groups. Questionnaires regarding perceptions of interprofessional collaboration were distributed to the participants before and after the programmes to compare the programmes before and after and between the dental and nursing students. The Wilcoxon signed-rank test and chi-square test were used to compare the data. Results Data from 79 dental students (42 males and 37 females) and 89 nursing students (4 males and 85 females) who completed both questionnaires were used for the comparisons. Perceptions of the differences between the approaches of different health professionals to nursing care, the roles of other professionals, and the need for multiprofessional collaboration improved significantly among both dental and nursing students after the programmes. Although the perception of their ability to communicate with unfamiliar or new people improved significantly only among the nursing students, other perceptions of their ability to communicate did not improve for either group. More dental students than nursing students chose nursing trainings as good programmes to participate in with other professional students, while more nursing students than dental students chose oral care trainings as good programmes. Many students commented that they learned about nursing and oral healthcare skills as well as the importance of teamwork and communication with other professionals. Seven students commented that they were more motivated to become dentists and nurses. Conclusions This study showed that IPE programmes for nursing care and oral healthcare might be effective at helping students understand other professionals and promoting multiprofessional collaboration. However, further studies are needed to develop IPE programmes to improve attitudes and abilities related to interprofessional communication skills.

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A mixed methods study on the readiness of dental, medical, and nursing students for interprofessional learning

Cited by 8 publications

References 25 publications

Examining the effectiveness of the case study method to access attitudes toward palliative care among healthcare university students

Examining the effectiveness of the case study method to access attitudes toward palliative care among healthcare university students

Association between the social network of medical students and their academic performance on the anatomy written examination

Development of interprofessional education programmes in nursing care and oral healthcare for dental and nursing students

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