ArticleBMC medical education2024
Understanding pathways for effective interprofessional education: a thematic analysis of medical and nursing students' insights.
Article in BMC medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
4 citing papers in PubMed.
- Medical students' perception of the role of nursing in medical care: implications for interprofessional education.Frontiers in medicine · 2026Article
- Article
- Experiences, challenges, and enablers for promoting interprofessional education among medical students: A scoping review.PloS one · 2026Article
- Practical research on the cultivation of inter-disciplinary undergraduate nursing talents in the context of "big health".BMC medical education · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundAs the healthcare field is undergoing a paradigm shift, the role of interprofessional education (IPE) is being widely accepted and recognized. Despite this, IPE interventions are not employed globally and the use of such interventions is variable. Additionally, there is an ongoing debate over how and when to employ IPE interventions. This qualitative study was conducted at Royal College of Surgeons in Ireland - Bahrain (RCSI Bahrain) to understand medical and nursing students' attitudes, expectations, perspectives and experiences in relation to IPE.
methodsMedical and nursing students from all cycles and levels of the medical and nursing programs at RCSI Bahrain participated in Focus Group Discussions (FGDs) and interviews where they discussed issues and opinions related to IPE. These discussions were then transcribed for analysis. Thematic analysis of the data using a grounded theory approach was carried out using a four-staged process of reading transcripts, identifying possible themes and structures and building theory.
results16 elected class representatives participated in the study. The comprehensive process of thematic analysis led to the emergence of five themes and associated subthemes: integrated curriculum (realistic interventions, idealistic interventions, varied perspectives), role recognition (communication, task division), understanding of team dynamics (harmonious collaboration, amplification of strengths, team management), cultural practices (organizational culture, interpersonal culture), and social conditioning (identity navigation, stereotype persistence, varied mindsets). The sequential relationship between these themes provides an approach for integrated IPE in healthcare curricula.
conclusionThis qualitative study investigated medical and nursing students' perspectives on IPE at RCSI Bahrain. The identified themes provide a valuable framework for policymakers and medical educators to design and implement effective IPE interventions, thereby enhancing interprofessional collaboration and improving patient outcomes in healthcare settings.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.