ArticleBMC medical education2018
Conditions for interprofessional education for students in primary healthcare: a qualitative study.
Article in BMC medical education, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers.
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Who cites it
11 citing papers in PubMed.
- Interprofessional learning at primary healthcare centres.BMC medical education · 2026Article
- Students' experiences of interprofessional learning by simulating the Swedish concept of coordinated individual care in primary healthcare: a qualitative analysis.BMC medical education · 2025Article
- Experiences of interprofessional learning among students in primary healthcare settings: a scoping review.BMJ open · 2025Article
- Interprofessional Curriculum Delivery: Experience of a Primary Care Education Program.Healthcare (Basel, Switzerland) · 2024Article
- Article
- Medical and pharmacy students' perspectives of remote synchronous interprofessional education sessions.BMC medical education · 2022Article
- SIESTA: a quick interprofessional learning activity fostering collaboration and communication between paediatric nursing trainees and medical students.BMC medical education · 2021Article
- Optimising student-led interprofessional learning across eleven health disciplines.BMC medical education · 2021Article
- A Virtual Approach to Promote Inter-Professional Learning (IPL) Between Biomedical Science and Medicine in Higher Education for the Benefit of Patient Care.Frontiers in public health · 2021Article
- Home visits as an interprofessional learning activity for students in primary healthcare.Primary health care research & development · 2020Article
- A virtual patient model for students' interprofessional learning in primary healthcare.PloS one · 2020Article
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3 authors.
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No grant is acknowledged in the PubMed record.
Abstract
backgroundPrimary healthcare in Sweden and worldwide has a diverse structure with many kinds of healthcare units involved. This is a challenge for collaboration between different professions in primary healthcare, as the different healthcare professions often work in silos. Interprofessional education (IPE) in the context of primary healthcare is less studied than IPE at hospitals and most of the studies in primary healthcare have focused on collaboration between general practitioners and nurses. The aim of this study was to describe how healthcare students perceived conditions for IPE in primary healthcare.
methodsQualitative group interviews were used and a total of 26 students, recruited on a voluntary basis participated in four group interviews with students mixed from study programmes in nursing, physiotherapy, occupational therapy and medicine. Students from the study programme in medicine were in their second to eleventh semesters of 11 semesters in total, whilst students from the occupational therapist, physiotherapist and nursing programmes were in their fourth to sixth of six semesters in total.
resultsOur findings indicated one theme: Students perceived a need for support and awareness of IPE from both study programmes and clinical placements. Five categories were found to belong to the theme. Students' tunnel-vision focus on their own profession may have affected their ability to collaborate with students from other professions. The nature of the patients' healthcare problems decided if they were perceived as suitable for IPE. Clinical supervisors' support for and attitude towards IPE were important. The hierarchy between different professions was perceived as a hindrance for seeking help from the other professions. The students asked for more collaboration between different study programmes, in order to gain knowledge about the roles and responsibilities of the other professions.
conclusionsIn conclusion, students in this study considered it essential for different study programmes and clinical placements to be more aware of the opportunities for and importance of IPE. The study identified conditions that were required for IPE in primary healthcare that may be helpful for healthcare teachers and clinical supervisors to better understand how students perceive IPE in primary healthcare, thus facilitating the planning of IPE.
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