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Exploring medical students’ early experiences of interacting with the multi-disciplinary team (MDT): A qualitative study
This article was migrated. The article was marked as recommended. Background: Interprofessional education relates to educators and learners from two or more different health professions working together to create a collaborative learning environment which aims to improve patient care and teamwork. P...
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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MedEdPublish
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10361541/ https://www.ncbi.nlm.nih.gov/pubmed/37485050 http://dx.doi.org/10.15694/mep.2021.000030.1 |
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author | Ainsworth, James |
author_facet | Ainsworth, James |
author_sort | Ainsworth, James |
collection | PubMed |
description | This article was migrated. The article was marked as recommended. Background: Interprofessional education relates to educators and learners from two or more different health professions working together to create a collaborative learning environment which aims to improve patient care and teamwork. Part of a doctor’s role requires an understanding and respect for the multiple professions involved in patient care and an ability to work within an interprofessional team. Development of future NHS highlights a central role for IPE. This study aims to explore the early experiences that medical students have with the MDT, looking at IPE at Barts and London School of Medicine and Dentistry. It aims to understand students preconceptions of different professional roles involved in patient care, and the effect of these shadowing experiences on these views, and explore students opinions on what are the barriers to effective interprofessional collaboration. Methods: Phase 1: Thematic analysis of student reflections 50 reflections used. Organised using Nvivo. Thematic analysis approach. Tree like framework of codes and subcodes. Phase 2: Focus group and interviews More detailed exploration of key themes and issues. Total 50 minutes recording time. Same codes used and organised in NVivo. Results: Students interacted with a variety of health professionals, developing awareness of interprofessional teamwork, and of the different roles involved in patient care. Students showed very limited prior knowledge and stereotyped views of some professional roles in healthcare, but demonstrated changes in attitude as a result of IPE, and were able to gain a greater understanding and appreciation of different professions. Conclusions: Students feel more comfortable approaching and learning from those who are actively involved in working and communicating with them and their team throughout their placement. It is important that opportunities for the students to shadow other professions are encouraged and supported as students find it challenging approaching and initiating these encounters themselves. |
format | Online Article Text |
id | pubmed-10361541 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | MedEdPublish |
record_format | MEDLINE/PubMed |
spelling | pubmed-103615412023-07-22 Exploring medical students’ early experiences of interacting with the multi-disciplinary team (MDT): A qualitative study Ainsworth, James MedEdPublish (2016) Educational Strategies This article was migrated. The article was marked as recommended. Background: Interprofessional education relates to educators and learners from two or more different health professions working together to create a collaborative learning environment which aims to improve patient care and teamwork. Part of a doctor’s role requires an understanding and respect for the multiple professions involved in patient care and an ability to work within an interprofessional team. Development of future NHS highlights a central role for IPE. This study aims to explore the early experiences that medical students have with the MDT, looking at IPE at Barts and London School of Medicine and Dentistry. It aims to understand students preconceptions of different professional roles involved in patient care, and the effect of these shadowing experiences on these views, and explore students opinions on what are the barriers to effective interprofessional collaboration. Methods: Phase 1: Thematic analysis of student reflections 50 reflections used. Organised using Nvivo. Thematic analysis approach. Tree like framework of codes and subcodes. Phase 2: Focus group and interviews More detailed exploration of key themes and issues. Total 50 minutes recording time. Same codes used and organised in NVivo. Results: Students interacted with a variety of health professionals, developing awareness of interprofessional teamwork, and of the different roles involved in patient care. Students showed very limited prior knowledge and stereotyped views of some professional roles in healthcare, but demonstrated changes in attitude as a result of IPE, and were able to gain a greater understanding and appreciation of different professions. Conclusions: Students feel more comfortable approaching and learning from those who are actively involved in working and communicating with them and their team throughout their placement. It is important that opportunities for the students to shadow other professions are encouraged and supported as students find it challenging approaching and initiating these encounters themselves. MedEdPublish 2021-02-02 /pmc/articles/PMC10361541/ /pubmed/37485050 http://dx.doi.org/10.15694/mep.2021.000030.1 Text en https://creativecommons.org/licenses/by/4.0/This has been published under Creative Commons “CC BY-SA 4.0” |
spellingShingle | Educational Strategies Ainsworth, James Exploring medical students’ early experiences of interacting with the multi-disciplinary team (MDT): A qualitative study |
title | Exploring medical students’ early experiences of interacting
with the multi-disciplinary team (MDT): A qualitative study |
title_full | Exploring medical students’ early experiences of interacting
with the multi-disciplinary team (MDT): A qualitative study |
title_fullStr | Exploring medical students’ early experiences of interacting
with the multi-disciplinary team (MDT): A qualitative study |
title_full_unstemmed | Exploring medical students’ early experiences of interacting
with the multi-disciplinary team (MDT): A qualitative study |
title_short | Exploring medical students’ early experiences of interacting
with the multi-disciplinary team (MDT): A qualitative study |
title_sort | exploring medical students’ early experiences of interacting
with the multi-disciplinary team (mdt): a qualitative study |
topic | Educational Strategies |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10361541/ https://www.ncbi.nlm.nih.gov/pubmed/37485050 http://dx.doi.org/10.15694/mep.2021.000030.1 |
work_keys_str_mv | AT ainsworthjames exploringmedicalstudentsearlyexperiencesofinteractingwiththemultidisciplinaryteammdtaqualitativestudy |