Observing Interprofessional Collaboration: Impact on Attitude and Knowledge Acquisition

• Published in: Anatomical sciences education Vol. 14; no. 4; pp. 452 - 459
• Main Authors: Grosser, Johannes, Bientzle, Martina, Shiozawa, Thomas, Hirt, Bernhard, Kimmerle, Joachim
• Format: Journal Article
• Language: English
• Published: Bethesda Wiley 01-07-2021; Wiley Subscription Services, Inc
• Subjects: Allied Health Occupations Education; Anatomy; Attitudes; Collaboration; computers in anatomy education; Cooperation; e‐learning; gross anatomy education; Interprofessional Relationship; Knowledge acquisition; Knowledge Level; Medical Education; Medical Students; Physical Therapy; physiotherapy education; Professional responsibilities; Responsibility; Role Models; Student Attitudes; Students; teaching of anatomy; undergraduate education; Undergraduate Students
• ISSN: 1935-9772; 1935-9780
• DOI: 10.1002/ase.2007

Interprofessional collaboration (IPC) in the medical field is an important factor for good clinical outcomes and should be taught as early as in undergraduate medical education. Since implementing IPC training is an organizational challenge, students are often limited in their opportunities to experience real‐life IPC. Therefore, an approach where students observe successful IPC activities of role models in an applied anatomical format was proposed. It was studied whether observing IPC activities in undergraduate anatomical education has an impact on both students' attitude toward IPC and on knowledge acquisition. Further, it was examined whether the attitudes and knowledge of students from different medical disciplines were influenced in different ways. Therefore, 75 medical students and thirty‐eight physiotherapy students participated in a study with the task of observing a live broadcast of an interprofessional teaching session. Participants were asked about their attitudes toward interprofessional learning, their evaluation of professional responsibilities, and their profession‐specific knowledge before and after observing the IPC session. The participants' attitude toward interprofessional learning improved for both groups of students. Moreover, students of physiotherapy adjusted their evaluation of their own and others' professional responsibilities after observing IPC. In both student groups, knowledge increased, in particular, with respect to the field of knowledge in other professions. So, observing IPC can modify students' attitudes and support knowledge acquisition. The implementation of IPC observations provides students from various healthcare disciplines with a clearer impression of professionals' responsibilities and gives learners the opportunity to acquire knowledge from healthcare fields unfamiliar to them.