Attitude of Basic Science Medical Students Toward Interprofessional Collaboration.

P Ravi Shankar,Ramanan Balasubramanium,Neelam R Dwivedi,Atanu Nandy

doi:10.7759/cureus.333

P Ravi Shankar, Ramanan Balasubramanium + Show 2 more

Open Access

https://doi.org/10.7759/cureus.333

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Journal: Cureus	Publication Date: Sep 25, 2015
Citations: 2	License type: cc-by

Affiliation: Avalon University School of Medicine

Abstract

Purpose: Interprofessional collaboration (IPC) and interprofessional education (IPE) are increasingly emphasized in the education of health professions. Xavier University School of Medicine, a Caribbean medical school admits students from the United States, Canada, and other countries to the undergraduate medical course. The present study was carried out to obtain information about the attitude toward IPC among basic science medical students and note differences, if any, among different subgroups.Methods: The study was conducted among first to fifth semester students during July 2015 using the previously validated Jefferson Scale of Attitudes Toward Interprofessional Collaboration (JeffSATIC). Gender, age, semester, and nationality were noted. Participants’ agreement with a set of 20 statements was studied. Mean total scores, working relationship, and accountability scores were calculated and compared among different subgroups of respondents (p<0.05).Results: Sixty-seven of the 71 students (94.4%) participated. Cronbach’s alpha value of the questionnaire was 0.827, indicating good internal consistency. The mean total score was 104.48 (maximum score 140) while the working relationship and accountability scores were 63.51 (maximum score 84) and 40.97 (maximum score 56), respectively. Total scores were significantly higher among third-semester students and students of Canadian nationality. Working relationship and accountability scores were higher among first and third-semester students.Conclusion: The total working relationship and accountability scores were lower compared to those obtained in a previous study. Opportunities for IPE and IPC during the basic science years should be strengthened. Longitudinal studies in the institution may be helpful. Similar studies in other Caribbean medical schools are required.

Highlights

Interprofessional collaboration (IPC) has been defined as 'the process of developing and maintaining effective interpersonal working relationships with learners, practitioners, patients, clients, families, and communities to enable optimal health outcomes' [1]
Total scores were significantly higher among third-semester students and students of Canadian nationality
The total working relationship and accountability scores were lower compared to those obtained in a previous study

Summary

Introduction

Interprofessional collaboration (IPC) has been defined as 'the process of developing and maintaining effective interpersonal working relationships with learners, practitioners, patients, clients, families, and communities to enable optimal health outcomes' [1]. The World Health Organization (WHO) defines IPC as 'multiple health workers from different professional backgrounds, provide comprehensive services by working with patients, their families, caregivers, and the community to deliver the highest quality of care across settings' [3]. A systematic review identified 10 challenges and barriers in implementing IPE in developed countries ranging from the curriculum of different healthcare students, leadership, resources, stereotypes and attitudes of faculty members, variety of students, differences in the concept and methodology of IPE programs, challenges in teaching IPE, lack of enthusiasm, professional jargon, and accreditation issues [6]

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Conclusion