ArticleBMC medical education2022
How does interprofessional education influence students' perceptions of collaboration in the clinical setting? A qualitative study.
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 18 papers.
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Who cites it
18 citing papers in PubMed.
- How nurses contribute to medical treatment decision-making with physicians: a scoping review.BMJ open · 2026Article
- Dissecting interprofessional anatomy education: insights from AI-driven assessment.BMC medical education · 2026Article
- Which Factors Promote Interprofessional Competence in Placements on a Training Ward? New Findings.Medical science educator · 2026Article
- A qualitative study on the composition of international nursing students' workplace social capital during clinical learning in China.BMC nursing · 2026Article
- Evaluating Interprofessional Education Competencies in Nursing and Pharmacy Students During an Interprofessional Problem-Based Learning Activity: A Quasi-Experimental Study.Advances in medical education and practice · 2026Article
- Medical students' perception of the role of nursing in medical care: implications for interprofessional education.Frontiers in medicine · 2026Article
- Learners' Perspectives on Interprofessional Simulation and Co-Debriefing: An Exploratory Mixed-Methods Study.Journal of nursing management · 2026Article
- Applying Van den Akker's Spider Web Model to curriculum design in medical education: a practical guide.Frontiers in medicine · 2026Article
- Student experiences and learning outcomes of an interprofessional and international service-learning program: an exploratory study.BMC medical education · 2025Article
- Enhancing Interprofessional Education: Insights from Students at the College of Medicine and Health Sciences at the University of Rwanda.Rwanda journal of medicine and health sciences · 2025Article
- The universal interprofessional education Q tool (U-IPEQ) for student learning- a pilot trial in the human anatomical dissection space.BMC medical education · 2025Article
- Time Capsule Medicine: A Mixed-Methods Pilot Study on Immersive Simulation for Chronic Disease Education in Medical Students.Clinics and practice · 2025Article
- Exploring perceptions of medical students about interprofessional education (IPE): a qualitative study.BMC medical education · 2024Article
- Virtual and Interprofessional Objective Structured Clinical Examination in Dentistry and Dental Technology: Development and User Evaluations.JMIR formative research · 2024Article
- Interprofessional communication skills training to improve medical students' and nursing trainees' error communication - quasi-experimental pilot study.BMC medical education · 2024Article
- Health Care Clinical Preceptors' Attitudes Towards Interprofessional Education in Saudi Arabia: A Cross-Sectional Study.Advances in medical education and practice · 2024Article
- Is Interprofessional Learning Only Meant for Professions Within Healthcare? - A Qualitative Analysis of Associations with the Term Interprofessional Collaborative Learning Among Professional Students.Journal of multidisciplinary healthcare · 2022Article
- The Differences in Content of Health Care Plans of Medical and Nursing Students in Interprofessional and Uniprofessional Education.Journal of medical education and curricular developmentArticle
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Authors and funding
6 authors.
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No grant is acknowledged in the PubMed record.
Abstract
backgroundInterprofessional education (IPE) aims to improve students' collaborative competencies and behaviour. The effect of classroom IPE on students' perceptions of collaboration in clinical practice, and how knowledge is possibly transferred, has yet to be investigated. The research question of this study was: How does IPE in a classroom setting influence students' perceptions of collaboration in clinical practice? Social capital theory is used as the theoretical lens. Social capital theory describes how social relationships generate benefits for the individuals involved. Social capital can be divided into three forms of social cohesion: bonding, bridging and linking social capital. Bonding refers to connections that are close and strong, such as family. Bridging social capital occurs in more distant relationships. Linking social capital refers to relationships between individuals with different power or social status.
methodsA qualitative study with semi-structured face-to-face interviews was conducted to explore students' perceptions and experiences. Nursing and medical students who had participated in four classroom IPE-sessions were asked about the perceived influence of the IPE-sessions they had attended on their interprofessional collaboration. Thematic analysis was conducted, with sensitising concepts of 'bonding', 'bridging' and 'linking social capital' from the social capital theory.
resultsTwenty-two interviews were conducted. Students experienced: 1) exchange of discipline specific knowledge, 2) general knowledge about each other's responsibilities, 3) reduction of hierarchy, and 4) improvement in patient care. The first two themes reflect bridging social capital, since students experience that the other student is from a different group. The third theme reflects linking social capital, since students experience a difference in (social) status. The fourth theme most explicitly reflects 'getting ahead' or doing better, what is referred to as an effect of increased social capital.
conclusionThis study reveals new insights regarding how increased social capital of undergraduate students after IPE-sessions in a classroom setting influences the way they conceptualise and experience interprofessional collaboration in clinical practice. These insights contribute to the understanding of the effectiveness of IPE in undergraduate curricula. Further research on long-term effects is underway.
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