From: Interprofessional communication (IPC) for medical students: a scoping review
S/N | Title | Author | Objective of Study |
---|---|---|---|
1 | Promoting Interprofessional Collaborative Practice Through Simulation | Alfes, C., et al | The purpose of this project was to educate faculty from the university’s schools of nursing, medicine, and physician assistant (PA) programs on the principles and best practices of simulation. |
2 | Design of a successful introductory interprofessional education experience | Helen, M. et al | This report describes an IPE mini- course for medical, nursing, and pharmacy students structured to meet the criteria of Allport’s Contact Hypothesis. |
3 | Developing Teamwork Using a Two-Tiered Debriefing Approach Clinical Simulation in Nursing | Andersen, P., et al | The study aims were as follows: 1. To determine students’ perceptions of interprofessional learning using immersive simulation. 2. To evaluate the impact of a two-tiered debriefing method on learning about teamwork during interprofessional immersive simulation, using a team performance observational tool (TPOT) during debriefing. |
4 | Interprofessional learning on polypharmacy | Anderson, E., et al | This short course enables final-year students to work with in-patients to meticulously assess the completeness and accuracy of their prescriptions. |
5 | Attitudes Toward Communication and Collaboration After Participation in a Mock Page Program: A Pilot of an Interprofessional Approach to Surgical Residency Preparation | J. Arumpanayil, A., et al | The purpose of this pilot study was to explore attitudes toward communication and collaboration among medical and nursing students, before and after participation in a mock page program. |
6 | Technology-enabled interprofessional education for nursing and medical students: A pilot study | Berg, B., et al. | This paper reports on a study that assessed the feasibility of conducting interprofessional SBAR training with nursing and medical students using remote technologies coupled with manikin simulation. |
7 | Evaluation of interprofessional education: lessons learned through the development and implementation of an interprofessional seminar on team communication for undergraduate health care students in Heidelberg - a project report | Berger, S., et al. | This project report describes the development, “piloting” and evaluation of an interprofessional seminar on team communication bringing together medical students and Interprofessional Health Care B.Sc. students at the Medical Faculty of Heidelberg University, Germany. |
8 | Mock pages are a valid construct for assessment of clinical decision making and interprofessional communication | Boehler, M. L., et al. | The purpose of this study is to assess standardized mock page cases as a valid construct to assess clinical decision making and interprofessional communication skills. |
9 | A mixed-methods study of interprofessional learning of resuscitation skills | Bradley, P., et al. | This study aimed to identify the effects of interprofessional resuscitation skills teaching on medical and nursing students’ attitudes, leadership, team-working and performance skills. |
10 | Examining the effects of interprofessional problem-based clinical ethics: Findings from a mixed methods study | Chihchen Chou, F., et al. | We aim to explore how IPE works in learning clinical ethics via PBL setting and how different professions’ perspectives influence each other via investigating the learning process and the students’ reflection. |
11 | The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease | Clarke, H. and M. Voss | To determine whether a community-based, multidisciplinary team consisting of home-based caregivers and supervised students could improve the functional status and quality of life of patients living with chronic obstructive pulmonary disease (COPD) in a low-income, peri-urban setting in South Africa. |
12 | Fostering interprofessional communication through case discussions and simulated ward rounds in nursing and medical education: A pilot project | Wershofen, B., et al. | The aim of this project is to foster communication for medical and nursing students through interprofessional case discussions and simulated ward rounds as a form of training. |
13 | Learning to Overcome Hierarchical Pressures to Achieve Safer Patient Care: An Interprofessional Simulation for Nursing, Medical, and Physician Assistant Students | Reeves, S. A., et al. | This article describes an interprofessional simulation program to teach structured communication techniques to pre-professional nursing, medical, and physician assistant students. |
14 | An inter-professional approach to train and evaluate communication accuracy and completeness during the delivery of nurse-physician student handoffs | Maraccini, A., et al. | This study examined the impact of an interprofessional I-PASS training on communication accuracy and completeness during the delivery of nurse-physician student handoffs. |
15 | Interprofessional simulation-based education program: a promising approach for changing stereotypes and improving attitudes toward nurse-physician collaboration | Liaw, S. Y., et al. | The purpose of this study was to examine the effects of an interprofessional simulation-based communication education program on medical and nursing students’ perception on each other health profession and their attitudes toward nurse–physician collaboration. |
16 | Teamwork training with nursing and medical students: Does the method matter? Results of an interinstitutional, interdisciplinary collaboration | Hobgood, C., et al. | This study was designed and implemented to adapt the TeamSTEPPS content to pre-licensure nursing and medical students, and measure the effectiveness of four educational interventions at teaching this material. |
17 | An Interprofessional Workshop for Students to Improve Communication and Collaboration Skills in End-of-life Care | Erickson, J. M., et al. | Experiential interprofessional education workshops enhance perceptions about the benefits of teamwork, but further teaching and evaluation methods are needed to maximize the effectiveness. |
18 | COMPARISON of Communication Outcomes in Traditional VERSUS Simulation Strategies in Nursing and Medical Students | Reising, D. L., et al. | The purpose of this study is to understand interprofessional communication (nursing and medicine) within the context of the educational environment (traditional versus simulation). |
19 | The use of simulation and a modified TeamSTEPPS curriculum for medical and nursing student team training simulation | Robertson, B., et al. | We describe our adaptation of TeamSTEPPS for our curriculum and its use as an educational intervention for medical and nursing students. |
20 | “Collaborative-ready” students: Exploring factors that influence collaboration during a longitudinal interprofessional education practice experience | Rotz, M. and G. Dueñas | The objective of our study was to explore student-reported factors that influence collaboration within our longitudinal IPE experience |
21 | Medical school hotline: interprofessional education: future nurses and physicians learning together | Sakai, D. H., et al. | Implemented three collaborative learning experiences for first-year year medical and nursing students. |
22 | A novel interprofessional shadowing initiative for senior medical students | Shafran, D. M., et al. | This paper presents a unique opportunity to investigate the impact of a novel, multi-disciplinary and interprofessional educational experience for senior medical students. |
23 | The student-run free clinic: An ideal site to teach interprofessional education? | Sick, B., et al. | This article describes a prospective, observational cohort study of interprofessional attitudes and skills including communication and teamwork skills and attitudes about interprofessional learning, relationships and interactions of student volunteers in a SRFC compared to students who applied and were not accepted to the clinic and to students who never applied to the clinic. |
24 | Undergraduate students’ perceptions of and attitudes toward a simulation-based interprofessional curriculum: the KidSIM ATTITUDES questionnaire | Sigalet, E., et al. | The purpose of this present study was to examine the psychometric characteristics of the KidSIM Attitude Towards Teamwork in Training Undergoing Designed Educational Simulation (ATTITUDES) questionnaire. |
25 | Evaluation of an Interprofessional Education Communication Skills Initiative | Solomon, P. and J. Salfi | This study conducted a program evaluation of an innovative interprofessional communication skills initiative which incorporated problem-based learning, cooperative learning and standardized patients. |
26 | Undergraduate interprofessional education using high-fidelity paediatric simulation | Stewart, M., et al. | The aim of this study was to develop, implement and evaluate an interprofessional undergraduate programme using high-fidelity paediatric simulation to learn clinical competencies, and communication and teamworking skills. |
27 | An interprofessional approach to improving paediatric medication safety | Stewart, M., et al. | The aim of this study was to develop and evaluate an interprofessional teaching and learning workshop of paediatric dug prescribing and administration for medical and nursing students, which would facilitate learning of knowledge, core competencies, communication and team working skills. In addition, rigorous evaluation of the workshop could inform curriculum development. |
28 | Child disability case studies: an interprofessional learning opportunity for medical students and paediatric nursing students | Street, K. N., et al. | We describe an interprofessional learning [37] opportunity for pre-qualification medical and paediatric nursing students using community- based case studies of disabled children and their families. |
29 | Interprofessional simulation training improves knowledge and teamwork in nursing and medical students during internal medicine clerkship | M Tofil, N., et al. | We hypothesized that simulation training would improve both nursing students’ and medical students’ medical knowledge, communication skills, and understanding of each profession’s role in patient care. |
30 | Interprofessional training enhances collaboration between nursing and medical students: A pilot study | Turrentine, B., et al. | Interprofessional education is foundational to ensuring that students are prepared to engage in optimal collaboration once they enter clinical practice particularly in the care of complex geriatric patients undergoing surgery. |
31 | Analysis of an interprofessional home visit assignment: student perceptions of team-based care, home visits, and medication-related problems | Vaughn, L. M., et al. | The objective of this study was to determine the impact of an interprofessional medicine-pharmacy student home visit experience on students’ self-assessments of skills and abilities related to team-based care and identification of medication-related problems. |
32 | Developing interprofessional communication skills | Wagner, J., et al. | This article will describe the development and implementation of a pilot educational teaching/learning simulation exercise designed to promote teamwork and collaboration between medical students and nursing students. |
33 | Reflections and unprompted observations by healthcare students of an interprofessional shadowing visit | Wright, A., et al. | This paper reports work from a Centre for Interprofessional Practice in a higher education institution in the UK that offers four levels of interprofessional learning [37] to all healthcare students. |
34 | Interprofessional education: The student perspective | Lumague, M., et al. | In an effort to increase interprofessional collaboration, improve communication skills, foster respect and enhance knowledge of the different roles each discipline plays on the health care team, these students met together over a five week period and participated in interprofessional group sessions led by different health care professional leaders from the unit. |
35 | An introductory interprofessional exercise for healthcare students | Macdonnell, C., et al. | This workshop enabled the students to develop a better understanding of the approaches various health professionals use when caring for patients. |
36 | An Interprofessional Curriculum on Antimicrobial Stewardship Improves Knowledge and Attitudes Toward Appropriate Antimicrobial Use and Collaboration | MacDougall, C., et al. | A curriculum on antimicrobial stewardship consisting of independent learning and an interprofessional workshop significantly increased knowledge and attitudes towards collaborative antimicrobial stewardship among preclinical medical and pharmacy students. |
37 | An interprofessional education pilot program in maternity care: Findings from an exploratory case study of undergraduate students | Meffe, F., et al. | We hypothesized that the provision of this learning opportunity at the pre-licensure level would have the potential to diminish stereotypical thinking about other professional groups, increase awareness of others’ roles, responsibilities and scope of practice, and impact positively on one’s willingness to practice collaboratively with others. |
38 | Innovation in learning - An inter-professional approach to improving communication | Mitchell, M., et al. | This pilot project was founded on practice-based learning materials formulated specifically for undergraduate nursing and medical students in the setting of inter-professional small group tutorial. |
39 | Sustained effects of interprofessional shared learning on student attitudes to communication and team working depend on shared learning opportunities on clinical placement as well as in the classroom | Morison, S. and J. Jenkins | This study compares the attitudes, 1 year after experience of an undergraduate SL programme, of students who had participated in the programme with their peers who had not. |
40 | An interprofessional communication skills lab: A pilot project | Salvatori, P., et al. | The new IPE curriculum at McMaster is based on pedagogical principles of competency-based education and small group, problem-based learning |
41 | Evaluation of a Unique Interprofessional Education Program Involving Medical and Pharmacy Students | J. Nagge, J., et al. | This study was designed to evaluate self-reported changes in these domains using a validated pre-post survey instrument. |
42 | Integrating Collaborative Interprofessional Simulation into Pre-Licensure Health Care Programs | New, S. N., et al. | The team conference and acute care simulations provided students opportunities to practice interprofessional communication at various levels of care. |
43 | Students’ Perceptions on an Interprofessional Ward Round Training - A Qualitative Pilot Study | Nikendei, C., et al. | The present study aimed to analyse final year students’, nurses’ as well as physio- therapists’ views on a simulation-based interprofessional ward round training. |
44 | How can student experience enhance the development of a model of interprofessional clinical skills education in the practice placement setting? | O’Carroll, V., et al. | Exploring the student experience has assisted in developing relevant and accessible interprofessional learning opportunities within the practice placement setting. |
45 | Students’ understanding of teamwork and professional roles after interprofessional simulation-a qualitative analysis | Oxelmark, L., et al. | The present study investigates these concerns in a qualitative analysis of focus group data with undergraduate nursing and medical students after participating in IPSE. |
46 | Medical students’ engagement in collaborative communication during an interprofessional standardized patient encounter | K. Oza, S., et al. | Develop and apply a conceptual framework of ICC. |
47 | Development and implementation of an interprofessional pharmacotherapy learning experience during an advanced pharmacy practice rotation in primary care | Patel, K., et al. | The developed IPE program includes the use of case studies and problem-based learning methods to facilitate learning of conditions common in primary care as tools to improve interactions with health professions students. |
48 | A mile in their shoes: interdisciplinary education at the Johns Hopkins University School of Medicine | Pathak, S., et al. | The specific aim of this article is to describe our experience with creating an interdisciplinary elective for third- and fourth-year medical students at the Johns Hopkins University School of Medicine |
49 | Interprofessional training in the context of clinical practice: goals and students’ perceptions on clinical education wards | Ponzer, S., et al. | This paper describes the context of interprofessional training on clinical education wards (CEWs) and reports students’ perceptions of this type of interprofessional and professional training. |
50 | Evaluating an undergraduate interprofessional simulation-based educational module: communication, teamwork, and confidence performing cardiac resuscitation skills | Luctkar-Flude, M., et al. | The purpose of this study is to evaluate an innovative simulation-based IP educational module for undergraduate nursing and medical students on cardiac resuscitation skills. |
51 | Improving collaboration among medical, nursing and respiratory therapy students through interprofessional simulation | Elizabeth Ann King, A., et al. | Our study suggests that simulated scenarios can help interprofessional collaboration. |
52 | Interprofessional education for the quality use of medicines: Designing authentic multimedia learning resources | Levett-Jones, T., et al. | This paper describes the development of authentic multimedia resources that allow for participative, inter- active and engaging learning experiences based upon sound pedagogical principles. |
53 | What and how do students learn in an interprofessional student-run clinic? An educational framework for team-based care | Lie, D., et al. | To derive a framework for understanding student learning during team-based care provided in an interprofessional SRC serving underserved patients. |
54 | The impact of an interprofessional problem-based learning curriculum of clinical ethics on medical and nursing students’ attitudes and ability of interprofessional collaboration: A pilot study | Lin, Y.-C., et al. | Therefore, we conducted a pilot curricular study to evaluate the curricular impact on students’ confidence and attitude of interprofessional collaborative teamwork. |
55 | Interprofessional learning through shadowing: Insights and lessons learned | V. Kusnoor, A. and L. A. Stelljes | This study evaluates (1) how pre-clinical medical students describe the roles of the healthcare professionals they shadowed, and (2) whether shadowing can be used to introduce medical students to the benefits of interprofessional collaboration, and if so, in what ways. |
56 | Interprofessional student-led clinics: An innovative approach to the support of older people in the community | Kent, F., et al. | Undergraduate students, working in mixed professional teams, are able to deliver a useful additional health promotion service to older people. |
57 | Interprofessional clinical training for undergraduate students in an emergency department setting | Ericson, A., et al. | We conclude that training at an emergency department can provide excellent opportunities for interprofessional team training for undergraduate students. |
58 | Indonesian students’ participation in an interprofessional learning workshop | Ernawati, D., et al. | This study found that learning with other health students through an IPE workshop improved medical, nursing and pharmacy students’ attitudes towards the importance of shared learning, teamwork and communication in healthcare service. |
59 | Nursing and medical students teaming up: Results of an interprofessional project | Feather, R., et al. | |
60 | Simulating a patient’s fall as a means to improve routine communication: Joint training for nursing and fifth-year medical students | Flentje, M., et al. | To improve interprofessional communication and task management, a simulation-based emergency training session for nursing students and fifth-year medical students was developed at the KRH Klinikum Nordstadt in Hanover, Germany. |
61 | Effects of interprofessional education on patient perceived quality of care | Hallin, K., et al. | To assess the patients’ perceptions of collaborative and communicative aspects of care when treated by interprofessional student teams as compared to usual care. |
62 | Active interprofessional education in a patient based setting increases perceived collaborative and professional competence | Hallin, K., et al. | To evaluate whether students perceived that they had achieved interprofessional competence after participating in clinical teamwork training. |
63 | Interprofessional working in acute care | Holland, C., et al. | This paper describes the development and implementation of an interprofessional (IP) module for pre-qualification medical, nursing and physiotherapy students. |
64 | Development of an interprofessional educational module on infection control using high-fidelity patient simulation | Luctkar-Flude, M., et al. | This mixed methods study evaluated an interprofessional education infection control module as part of a larger action research project aimed at developing interprofessional health education using simulation |
65 | Developing a Foundation for Interprofessional Education Within Nursing and Medical Curricula | Leann Horsley, T., et al. | This article describes how a nursing and a medical school collaborated to systematically integrate IPE simulations into the curricula so that every graduate from the respective schools received TeamSTEPPS® education and participated in a standardized IPE simulation experience |
66 | Medical student perceptions of an initial collaborative immersion experience | House, J., et al. | This article describes the development of and early outcomes for the initial clinical experience (ICE) course, an innovative collaborative model and a core component of the University of Michigan Medical School’s redesigned curriculum. |
67 | Decline in medical students’ attitudes to interprofessional learning and patient-centredness | Hudson J., et al | This study explores graduate-entry medical students’ attitudes to IPL and patient-centred care, on programme entry and after an early interdisciplinary clinical experience (ICE). |
68 | Students’ approaches to learning in clinical interprofessional context | Ponzer, S., et al. | We investigated health care students’ evaluations of interprofessional clinical training in relation to their study orientations. |
69 | Implementing a nurse-shadowing program for first-year medical students to improve interprofessional collaborations on health care teams | Jain, A., et al. | We then investigated the impact of this intervention on medical students’ knowledge of the roles of nurses as well as their attitudes toward and understanding of the contributions of nurses to the health care team. |
70 | Examining participant perceptions of an interprofessional simulation-based trauma team training for medical and nursing students | Jakobsen, R., et al. | The aim of this paper is to describe the adaptation of an interprofessional simulation course in an undergraduate setting and to report participants’ experiences with the course and students’ learning outcomes. |
71 | First Contact: interprofessional education based on medical students’ experiences from their nursing internship | Eich-Krohm, A., et al. | To meet the demographic challenges ahead it is important to emphasize inter- professional education in the study of medicine and better prepare future physicians for interprofessional collaboration. |
72 | Interprofessional education using simulation of an overnight inpatient ward shift | M. Joyal, K., et al. | The purpose of this study was to investigate the interprofessional knowledge, skills and attitudes the students learn from this experience. |
73 | A Human Factors Curriculum for Surgical Clerkship Students | Cahan, M., et al. | Early introduction of a full-day human factors training experience into the surgical clerkship curriculum will teach effective communication skills and strategies to gain professional satisfaction from a career in surgery. |