See the published version of this preprint at BMC Medical Education.
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Research article
Jun Wang
Wuhan University of Science and Technology School of Medicine
Corresponding Author
ORCiD: https://orcid.org/0000-0002-1679-1922
License:
This work is licensed under a CC BY 4.0 License. Read Full License
Background During interprofessional clinical practice, compared to understanding of one’s own professional role and function, it might be more difficult to clarify the roles and contributions of the other health-care team members because of the inter-professional barrier. In order to provide students the opportunity for real experience with other professions in team environments and enhance their perceptions of other professions’ roles, this study developed a comprehensive and multi-dimension extracurricular interprofessional education (IPE) model through designing and integrating a profession-role exchange component, that was medical students as pharmacists or nurses, pharmacy students as physicians or nurses, and nursing students as physicians or pharmacists in the interprofessional health-care student team, into the service learning experience in a real community setting.
Methods In this pre/post-intervention study, the effect of integrated profession-role exchange experiences on the students’ attitudes towards interprofessional collaboration and their role clarification was evaluated among 60 student volunteers (20 medical students, 20 pharmacy students and 20 nursing students). All involved students were divided into the profession-role exchange intervention group and the control group. Subjects in the control group did not participate the profession-role exchange experiences, the other IPE procedures were the same for both groups. Three survey instruments for attitudes toward interprofessional clinical collaboration were respectively used to measure the students’ attitudes toward physician-pharmacist, physician-nurse and nurse-pharmacist collaborations. “Roles and responsibilities” subscale of Readiness for Interprofessional Learning Scale was used to evaluate the overall role clarification during IPE
Results Compared to the control IPE activity, the addition of profession-role exchange component resulted in the significant increase in students’ positive attitudes towards interprofessional collaboration, and the enhancement of students’ role awareness.
Conclusions The profession-role exchange might be more effective and better initiate students to the practice of interprofessional collaboration, and could be used as an effective IPE tool for improving the role awareness of health-care students.
Keywords
Interprofessional education, Profession-role exchange, Role-play, Community service learning, Integration
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CURRENT STATUS: Published
View the published article at BMC Medical Education.
Version 2
Posted 28 May, 2020
No community comments so far
Editorial decision: Accept
On 25 Jun, 2020
Review #2 received
Received 07 Jun, 2020
Reviewer #1 agreed
On 21 May, 2020
Reviewer #2 agreed
On 21 May, 2020
Review #1 received
Received 21 May, 2020
Reviewers invited
Invitations sent on 21 May, 2020
Editor assigned
On 19 May, 2020
Submission checks complete
On 18 May, 2020
Editor invited
On 18 May, 2020
No comments provided
Editorial decision: Major revision
On 09 May, 2020
Review #2 received
Received 14 Apr, 2020
Review #1 received
Received 11 Apr, 2020
Reviewer #2 agreed
On 01 Apr, 2020
Reviewer #1 agreed
On 25 Mar, 2020
Reviewers invited
Invitations sent on 15 Mar, 2020
Editor assigned
On 25 Feb, 2020
First submitted
On 24 Feb, 2020
Submission checks complete
On 24 Feb, 2020
Editor invited
On 24 Feb, 2020
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
Subject Areas
Educational Philosophy and Theory
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See the published version of this preprint at BMC Medical Education.
This is a preprint, a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
Learn more about In Review
Research article
Jun Wang
Wuhan University of Science and Technology School of Medicine
Corresponding Author
ORCiD: https://orcid.org/0000-0002-1679-1922
Badges
Prescreen
This manuscript passed our Prescreen assessment
Complete author information
Appropriate declaration statements
Potential risks to human health
Prescreen
Peer Review Timeline
CURRENT STATUS: Published
View the published article at BMC Medical Education.
Version 2
Posted 28 May, 2020
No community comments so far
Editorial decision: Accept
On 25 Jun, 2020
Review #2 received
Received 07 Jun, 2020
Reviewer #1 agreed
On 21 May, 2020
Reviewer #2 agreed
On 21 May, 2020
Review #1 received
Received 21 May, 2020
Reviewers invited
Invitations sent on 21 May, 2020
Editor assigned
On 19 May, 2020
Submission checks complete
On 18 May, 2020
Editor invited
On 18 May, 2020
No comments provided
Editorial decision: Major revision
On 09 May, 2020
Review #2 received
Received 14 Apr, 2020
Review #1 received
Received 11 Apr, 2020
Reviewer #2 agreed
On 01 Apr, 2020
Reviewer #1 agreed
On 25 Mar, 2020
Reviewers invited
Invitations sent on 15 Mar, 2020
Editor assigned
On 25 Feb, 2020
First submitted
On 24 Feb, 2020
Submission checks complete
On 24 Feb, 2020
Editor invited
On 24 Feb, 2020
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
Subject Areas
Educational Philosophy and Theory
License:
This work is licensed under a CC BY 4.0 License. Read Full License
View the published article at BMC Medical Education.
Background During interprofessional clinical practice, compared to understanding of one’s own professional role and function, it might be more difficult to clarify the roles and contributions of the other health-care team members because of the inter-professional barrier. In order to provide students the opportunity for real experience with other professions in team environments and enhance their perceptions of other professions’ roles, this study developed a comprehensive and multi-dimension extracurricular interprofessional education (IPE) model through designing and integrating a profession-role exchange component, that was medical students as pharmacists or nurses, pharmacy students as physicians or nurses, and nursing students as physicians or pharmacists in the interprofessional health-care student team, into the service learning experience in a real community setting.
Methods In this pre/post-intervention study, the effect of integrated profession-role exchange experiences on the students’ attitudes towards interprofessional collaboration and their role clarification was evaluated among 60 student volunteers (20 medical students, 20 pharmacy students and 20 nursing students). All involved students were divided into the profession-role exchange intervention group and the control group. Subjects in the control group did not participate the profession-role exchange experiences, the other IPE procedures were the same for both groups. Three survey instruments for attitudes toward interprofessional clinical collaboration were respectively used to measure the students’ attitudes toward physician-pharmacist, physician-nurse and nurse-pharmacist collaborations. “Roles and responsibilities” subscale of Readiness for Interprofessional Learning Scale was used to evaluate the overall role clarification during IPE
Results Compared to the control IPE activity, the addition of profession-role exchange component resulted in the significant increase in students’ positive attitudes towards interprofessional collaboration, and the enhancement of students’ role awareness.
Conclusions The profession-role exchange might be more effective and better initiate students to the practice of interprofessional collaboration, and could be used as an effective IPE tool for improving the role awareness of health-care students.
Figure 1
Figure 2
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