ArticleJournal of midwifery & women's health2022
Improved Self-Assessed Collaboration Through Interprofessional Education: Midwifery Students and Obstetrics and Gynecology Residents Learning Together.
Article in Journal of midwifery & women's health, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- Implementation and effectiveness of an interprofessional educational intervention on patient safety in perinatal care: a multi-method, prospective evaluation study.BMC medical education · 2026Article
- Competency Goals in Midwifery Master's Programs in Germany and Selected OECD Countries: Comparison of Stakeholder Perspectives.Healthcare (Basel, Switzerland) · 2026Article
- Feasibility and effectiveness of an interprofessional educational program on perinatal mental health: perspectives of health students in two African countries.BMC medical education · 2026Article
- SiGerinn - interprofessional patient safety training in perinatal care: Concept and formative evaluation.GMS journal for medical education · 2025Article
- A gap analysis of midwifery competency, pre- and in-service education for reproductive, maternal, newborn, child and, adolescent health in Lao People's Democratic Republic.The Lancet regional health. Western Pacific · 2024Article
- Evidence-Based Suturing Education for Midwives.Journal of midwifery & women's healthArticle
Corrections and comments
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Authors and funding
13 authors.
Funding
Abstract
introductionResearch suggests that interprofessional education, bringing learners together to learn about, with, and from each other, improves health professions education and can improve health outcomes. Little research has measured outcomes of interprofessional education between midwifery students and obstetrics and gynecology residents. The purpose of this study was to examine self-assessed interprofessional and collaborative competencies among midwifery students and obstetrics and gynecology residents.
methodsBaseline self-assessed interprofessional and collaborative competencies were compared with follow-up measurements to evaluate learners' experiences over an 11-month study period. Participants were midwifery students and obstetrics and gynecology residents who experienced interprofessional learning activities. The Interprofessional Education Collaborative Competency Self-Assessment Survey (IPEC Survey) and Interprofessional Collaborative Competency Attainment Survey (ICCAS) were used.
resultsOf 256 learners at 4 demonstration sites, 223 (87%) completed the baseline, and 121 of 237 eligible learners (51%) completed the follow-up surveys. The IPEC Survey total score (t = 2.31, P = .02) and interaction subscale (t = 2.85, P = .005) and ICCAS score (t = 4.04, P = .001) increased for midwifery students but not obstetrics and gynecology residents on the IPEC Survey (t = 0.32, P = .75) and ICCAS (t = -0.05, P = .96) measures. Midwifery students (87%) and residents (57%) reported improved overall ability to collaborate. Learners responding to 3 open-ended questions valued team-based experiences, including learning how to communicate with each other; appreciated learning each other's education and scope of practice; and recommended skills development including uncommon clinical events, case discussions, and direct clinical care. DISCUSSION: This study advanced knowledge about interprofessional education between midwifery students and obstetrics and gynecology residents. Midwifery students improved in self-assessed interprofessional and collaborative competencies. Most learners reported better interprofessional collaboration skills and were positive about future interprofessional learning. This evaluation approach is available for other programs implementing or extending interprofessional education.
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