Development and implementation of interprofessional education activity among health professions students in Jordan: A pilot investigation

Alshogran, Osama Y.; Al-Hamdan, Zaid; El-Awaisi, Alla; Alkhalidy, Hana; Saadeh, Nesreen; Alsqaier, Hadeel

doi:10.1080/13561820.2022.2128727

Cited by 1 publication

(1 citation statement)

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“…The IPAS is a valid and reliable instrument to measure attitudes about interprofessional learning and is used in different settings and to measure changes through IPE interventions [25][26][27][28][29][30][31][32][33][34]. When comparing the pre-and post-training results of both groups in our study, we found a significant improvement in the subscale "teamwork, roles and responsibilities" and in the self-developed interprofessional error communication scale.…”

Section: Discussionmentioning

confidence: 55%

Interprofessional communication skills training to improve medical students’ and nursing trainees’ error communication - quasi-experimental pilot study

Heier,

Schellenberger,

Schippers

et al. 2024

BMC Med Educ

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Background Interprofessional communication is of extraordinary importance for patient safety. To improve interprofessional communication, joint training of the different healthcare professions is required in order to achieve the goal of effective teamwork and interprofessional care. The aim of this pilot study was to develop and evaluate a joint training concept for nursing trainees and medical students in Germany to improve medication error communication. Methods We used a mixed-methods, quasi-experimental study with a pre-post design and two study arms. This study compares medical students (3rd year) and nursing trainees (2nd year) who received an interprofessional communication skills training with simulation persons (intervention group, IG) with a control group (CG). Both cohorts completed identical pre- and post-training surveys using the German Interprofessional Attitudes Scale (G-IPAS) and a self-developed interprofessional error communication scale. Descriptive statistics, Mann-Whitney-U-test and Wilcoxon-test were performed to explore changes in interprofessional error communication. Results A total of 154 were medical students, and 67 were nursing trainees (IG: 66 medical students, 28 nursing trainees / CG: 88 medical students, 39 nursing trainees). After training, there were significant improvements observed in the “interprofessional error communication” scale (p < .001) and the “teamwork, roles, and responsibilities” subscale (p = .012). Median scores of the subscale “patient-centeredness” were similar in both groups and remained unchanged after training (median = 4.0 in IG and CG). Conclusions Future studies are needed to find out whether the training sustainably improves interprofessional teamwork regarding error communication in acute care.

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