‘I never realised that doctors were into feelings too’: changing student perceptions through interprofessional education
Learning in Health and Social CarePublished 20 August 2003
Samantha Cooke, Carolyn Chew‐Graham, Caroline Boggis, Ann Wakefield
Citations40
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TL;DR
The effects of an integrative training course for medical and nursing students in 'breaking bad news' to patients is discussed, revealing that the 34 student volunteers challenged misconceptions of professional roles through this interprofessional programmes.
Abstract
Abstract The National Health Service (NHS) has called for the ‘eradication of demarcation lines between healthcare professionals’ in the UK. Educational institutions are therefore striving to achieve this outcome through integrative interprofessional initiatives. This article discusses the effects of an integrative training course for medical and nursing students in ‘breaking bad news’ to patients. Triangulation of the qualitative methods enabled the researchers to gather student perspectives on this experience. Data analysis revealed that the 34 student volunteers challenged misconceptions of professional roles through this interprofessional programme. Questionnaires demonstrated that although most students had enrolled on the course to develop communication skills, the interprofessional aspect of the course was one of the main educational benefits. While outcomes were largely positive, some students were anxious about a holistic interprofessional curriculum. Undergraduate healthcare students may need to collaborate earlier, and for longer time‐periods, to enhance professional understanding and relationships.
Keywords
MedicineHealth Professions
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