Does interprofessional education jeopardize medical skills?

Nurses' views of interprofessional education and collaboration: A comparative study of recent graduates from three universities

“…These results are quite similar to previous findings based on national evaluations of all medical programmes in Sweden (Faresjö et al, 2007). However, in this present study there was not any statistical significant difference between nurses from the IPE-university and non-IPE university concerning their perception of how their undergraduate education had prepared and developed them how to manage acutely sick patients.…”

“…However, in this present study there was not any statistical significant difference between nurses from the IPE-university and non-IPE university concerning their perception of how their undergraduate education had prepared and developed them how to manage acutely sick patients. The same trend was found in the previous study comparing medical students from the IPE-university to medical students from other universities in Sweden (Faresjö et al, 2007). Another comparison between these two studies shows that medical students in general scored higher that they were prepared to manage acute sick patients than nursing students.…”

“…Limitations of the study are that we have used an evaluation instrument and focused on only some of the eight questions (cooperation, communication and work as nurse), but we chose this approach because we wanted to compare the data with a study done of newly graduated doctors (Faresjö et al, 2007). The questionnaire was completed by nurses one year after graduation.…”

“…By using the RIPELS-instrument (Parsell & Bligh, 1998) in Sweden the most important item to have "readiness for interprofessional learning" was to be a woman (Wilhelmsson, Ponzer, Dahlgren, Timpka and Faresjö, 2011). Evaluations of all newly graduated Swedish medical doctors have showed, that those who had been exposed to IPE reported significantly more confidence than the others that their undergraduate studies had given them interprofessional skills and ability to co-operate with other professions (Faresjö, Wilhelmsson, Pelling, Dahlgren, and Hammar, 2007). The same result as reported above has been constant for the last ten years (The Swedish Medical Association).…”

Interprofessional learning as a means of enhancing professional competence

“…It has been claimed that PBL, as well as IPL, means less focus on professional core competencies such as the ability to handle acute situations in the health care. In a recent article based on a survey by the Swedish Medical Association among physicians [15] it was, however, obvious that students who take part in educational programs designed according to PBL as well as IPL report their skills at cooperating with other professional groups in the health care to be superior to those reported by students from traditional programs. One should, however, bear in mind that hitherto there are no studies available where other groups e.g.…”