Learning intraprofessional collaboration by participating in a consultation programme: what and how did primary and secondary care trainees learn?

Marijn Janssen,Margaretha H Sagasser,Nynke D Scherpbier-De Haan,Jacqueline De Graaf,Elisabeth A M Laro

doi:10.1186/s12909-017-0961-9

Abstract

BackgroundA growing number of patients require overview and management in both primary and secondary care. This situation requires that primary and secondary care professionals have well developed collaborative skills. While knowledge about interprofessional collaboration and education is rising, little is known about intraprofessional collaboration and education between physicians of various disciplines. This study examines a newly developed consultation programme for trainees in general practice and internal medicine to acquire intraprofessional collaboration skills.MethodsFocus groups were conducted with trainees and their supervisors and mentors to explore what and how the trainees learned by participating in the consultation programme.ResultsTrainees reported that they gained knowledge about and skills in collaboration and consultation they could not have gained otherwise. Furthermore, the programme gave the opportunity to gain other competencies relevant for becoming the medical expert trainees they are expected to be. Learning outcomes were comparable to those described in interprofessional education literature. Interaction, by meeting each other and by discussing cases with mentors or supervisors, appeared to be a key factor in the learning process. Meetings, discussing preconceptions and enthusiasm of the mentors and supervisors facilitated the learning. Technical problems and lack of information hampered the learning. These influencing factors are important for future development of intraprofessional learning programmes.ConclusionsParticipants in an innovative consultation programme for GP- and IM-trainees reported that they acquired consultation and collaboration skills they could not have gained otherwise. Interaction appeared to be an important factor in the learning process. The findings of this study can inform developers of intraprofessional education programmes between primary and secondary care trainees.

Highlights

A growing number of patients require overview and management in both primary and secondary care
The trainees work in general practice for four days per week and on the fifth day they attend a day-release programme in groups of approximately ten trainees facilitated by two mentors (GP-mentors)
The aim of this study was to elicit what and how GPand Internal medicine (IM)-trainees learned from their participation in the consultation programme

Summary

Introduction

A growing number of patients require overview and management in both primary and secondary care This situation requires that primary and secondary care professionals have well developed collaborative skills. One of the key CanMEDS roles of the medical expert is that of Collaborator. CanMEDS describes three core competencies for this collaborator role: work effectively with physicians and other colleagues in the health care professions; work with physicians and other colleagues in the health care professions to promote understanding, manage differences, and resolve conflicts; and hand over the care of a patient to another health care professional to facilitate continuity of safe patient care. Education in collaboration is important to provide medical specialty trainees with the described collaborative competencies. Interprofessional collaboration and education (see Fig. 1) are widely described in literature as key factors in increasing the effectiveness of health services. Interprofessional education has proven to have a positive effect on knowledge about, attitudes towards and behaviour in interprofessional collaboration; and on organizational and patients outcomes [2,3,4]

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