ArticleBMC medical education2022
Developing new possibilities for interprofessional learning- students' experience of learning together in the ambulance service.
Article in BMC medical education, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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5 citing papers in PubMed.
- The induction process of new professionals in the Swedish ambulance service - a document analysis.BMC medical education · 2026Article
- Learning the role together: experiences of using peer learning in the introductory training of newly employed nurses in the ambulance service.BMC medical education · 2026Article
- Ambulance professionals' adaptations in prehospital services: a critical incident study.BMC emergency medicine · 2025Article
- Clinical education: nursing students' experiences with multisource feedback using a digital assessment instrument in the emergency medical Service - a qualitative study.BMC medical education · 2025Article
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3 authors.
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Abstract
backgroundIt is known that setting and context matters, and contextual factors influence interprofessional education (IPE). Activities developed in a new setting should therefore be evaluated to determine students' experiences and learning. IPE in the ambulance service may present a new setting for interprofessional learning (IPL).
aimThe aim of this study was to explore undergraduate students' experiences of collaboration and learning together during their clinical rotation in the ambulance service. STUDY DESIGN AND
methodA mixed convergent parallel design was used to describe nursing and medical students' experiences of collaboration and learning together during their clinical rotation in the ambulance service during autumn 2019. Two group interviews with nursing students (n = 20; response rate 80%) were conducted and the medical students (n = 40; response rate 72.5%) answered a self-assessment questionnaire regarding their IPE. The group discussions were analysed using an inductive thematic analysis and descriptive statistics were used to describe the medical students' self-assessed experiences and competencies in interprofessional collaboration.
resultsIn the context of the ambulance service, some of the challenges included, the team vary daily, a context that can be unpredictable, and the team being required to make decisions in various situations with limited support. The context presented good opportunities to learn together, since they faced a broad variety of situations and had opportunities to follow patients through the chain of care.
conclusionThe students' experiences show that the ambulance service offers possibilities for IPL. The ambulance service enhanced the students' learning in an unfamiliar environment, encouraging them to develop collaborative learning strategies and situational leadership regardless of established hierarchical structures and stereotypes that are sometimes present in other parts of the health care service. ETHICAL APPROVAL: By the Swedish Ethical Review Authority. No: 2019-03595.
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