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Interprofessional training in the context of clinical practice: goals and students' perceptions on clinical education wards
Author(s) -
Ponzer Sari,
Hylin Uffe,
Kusoffsky Ann,
Lauffs Monica,
Lonka Kirsti,
Mattiasson AnneCathrine,
Nordström Gun
Publication year - 2004
Publication title -
medical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.776
H-Index - 138
eISSN - 1365-2923
pISSN - 0308-0110
DOI - 10.1111/j.1365-2929.2004.01848.x
Subject(s) - teamwork , context (archaeology) , nursing , medicine , medical education , perception , health care , rehabilitation , psychology , physical therapy , paleontology , neuroscience , political science , law , economics , biology , economic growth
Aims This paper describes the context of interprofessional training on clinical education wards (CEWs) and reports students' perceptions of this type of interprofessional and professional training. Context A 2‐week interprofessional clinical course was designed for medical students in their surgical eighth term, and nursing, occupational therapy and physiotherapy students, all in their sixth term. Clinical tutors were responsible for the patients and also supervised the students. The goals for the students included: to provide the patients with good medical care, nursing and rehabilitation; to develop their own professional roles; to enhance their level of understanding of the other professions; to stress the importance of good communication for teamwork and for patient care; to enhance understanding of the role of the patient, and to become more aware of ethical aspects of health care. Material and Methods A questionnaire developed by teachers from the 4 educational departments was used. A total of 962 students responded (78%). Results The CEWs provided the students with good clinical practice in terms of training in their own professions as well in learning more about the other professions. The importance of good communication for teamwork and for patient care was recognised. The quality of supervision and students' perception of their own professional roles were important factors regarding satisfaction with the CEW course. Conclusions The CEW course seemed to provide the students with an opportunity to develop their own professional roles and their functions as team members.