The effects of an IPS-based IPE program on interprofessional socialization and dual identity development

Khalili, Hossein; Orchard, Carole

doi:10.1080/13561820.2019.1709427

Cited by 43 publications

(35 citation statements)

References 32 publications

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“…The narrative knowing in relation to teamwork aligned with the introduction of IPC concepts within their formal education, a finding substantiated in the literature 4 . Recent research identifies that a solely uniprofessional focus can impede the development of a dual professional identity (uni and interprofessional) 17 . Early IPE not only promotes the development of an interprofessional identity but can also inhibit the formation of negative attitudes and stereotypes of other professionals 27‐29 One strategy we have employed as a result of these findings is to ensure that all entering first‐year health professionals students engage in an initial IPE experience that enables a person‐centred with a focus on getting to know one another as individuals 30 .…”

Section: Discussionmentioning

confidence: 85%

“…This substantiates recent claims that current curricula may be delivering IPE that is developmentally inappropriate and supports a move away from resource‐intensive early interventions towards a fourth wave of IPE, which will provide learners with the practical skills required to operate and enact change within the current system where issues of power, hierarchy and bureaucracy impede collaboration 13 . As recent research and theory development has suggested, the development of a student's uniprofessional and interprofessional identities need not be mutually exclusive 17 . Effective teamwork and communication are a crucial component of safe, high‐quality patient care, 24 and students should be socialised to understand their identity as part of a team and their health professional practice as collaborative.…”

Section: Discussionmentioning

confidence: 99%

“…Early IPE not only promotes the development of an interprofessional identity but can also inhibit the formation of negative attitudes and stereotypes of other professionals 27‐29 One strategy we have employed as a result of these findings is to ensure that all entering first‐year health professionals students engage in an initial IPE experience that enables a person‐centred with a focus on getting to know one another as individuals 30 . Interprofessional socialisation‐based IPE provides the space for students to establish collegial friendships and have the potential to serve as the beginning of an interprofessional network 17 …”

Section: Discussionmentioning

confidence: 99%

“…Lastly, professional identity theory 17 also provides substantive‐level frameworks for considering the various social contexts and processes influencing professional socialisation.…”

Section: Methodsmentioning

confidence: 99%

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A longitudinal, narrative study of professional socialisation among health students

et al. 2021

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Purpose Interprofessional collaboration (IPC) among health professionals is well‐recognised to enhance care delivery and patient outcomes. Emerging evidence suggests that the early socialisation of students in health professional programmes to teamwork may have a positive impact on their future as collaborative practitioners. With a purpose of contributing to growing evidence on the processes of professional identity construction, and to explore how early expectations and perceptions of IPC develop during professional socialisation and pre‐licensure education, our study examined the early professional socialisation experiences among five groups of health professional students. Method A qualitative, narrative approach was used to examine early professional socialisation among five programmes of health professional students (dentistry, medicine, nursing, pharmacy, physiotherapy) at an Atlantic Canadian University. In March and October 2016, students participated in interviews after first term (n = 44) and first year of study (n = 39). Interviews focused on participants’ professional identify formation, as well as their perceptions and experiences of IPC. The authors analysed interview transcripts using narrative analysis. Results Findings identify that despite the espoused importance of IPC within health professional training, students have a limited understanding of their professional roles and are largely focused on developing a uniprofessional, vs. interprofessional identity. Clinical experiences, role models and exposure to teamwork are critical to contextualise collaborative practice and enhance the development of an interprofessional identity. Conclusions Findings can be used to guide the development of curricula that promote interprofessional identity development and IPC during early professional socialisation.

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Section: Discussionmentioning

confidence: 85%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

“…Lastly, professional identity theory 17 also provides substantive‐level frameworks for considering the various social contexts and processes influencing professional socialisation.…”

Section: Methodsmentioning

confidence: 99%

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A longitudinal, narrative study of professional socialisation among health students

et al. 2021

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“…As IPE programs are transformed into virtual environments, the application and implication of the interprofessional competency dimensions require thorough investigation. Student interprofessional socialization (Khalili & Orchard, 2020) in online environments seems to be different from that in traditional physical education. In online environments, IPE students need to be provided with additional resources and different ways to foster interprofessional socialization.…”

Section: Application Of Existing Competency Frameworkmentioning

confidence: 90%

The COVID-19 crisis silver lining: interprofessional education to guide future innovation

Langlois

Xyrichis

Daulton

et al. 2020

Journal of Interprofessional Care

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Globally, the advent and rapid spread of the COVID-19 virus has created significant disruption to health professions education and practice, and consequently interprofessional education, leading to a model of learning and practicing where much is unknown. Key questions for this ongoing evolution emerge for the global context leading to reflections on future directions for the interprofessional education field and its role in shaping future practice models. Health professions programs around the world have made a dramatic shift to virtual learning platforms in response to closures of academic institutions and restrictions imposed on learners accessing practice settings. Telemedicine, slow to become established in many countries to date, has also revolutionized practice in the current environment. Within the state of disruption and rapid change is the awareness of a silver lining that provides an opportunity for future growth. Key topics explored in this commentary include reflection on the application of existing competency frameworks, consideration of typology of team structures, reconsideration of theoretical underpinnings, revisiting of core dimensions of education, adaptation of interprofessional education activities, and the role in the future pandemic planning. As an international community of educators and researchers, the authors consider current observations relevant to interprofessional education and practice contexts and suggest a response from scholarship voices across the globe. The current pandemic offers a unique opportunity for educators, practitioners, and researchers to retain what has served interprofessional education and practice well in the past, break from what has not worked as well, and begin to imagine the new.

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Interdisciplinary Care and Care Coordination

Bakerjian

Wasserman²

2023

Geriatric Medicine

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The effects of an IPS-based IPE program on interprofessional socialization and dual identity development

Cited by 43 publications

References 32 publications

A longitudinal, narrative study of professional socialisation among health students

A longitudinal, narrative study of professional socialisation among health students

The COVID-19 crisis silver lining: interprofessional education to guide future innovation

Interdisciplinary Care and Care Coordination

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