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How pharmacy and medicine students experience the power differential between professions: “Even if the pharmacist knows better, the doctor’s decision goes”

Interprofessional Education (IPE) is one approach to improving communication and collaborative practice between professions, which are essential for the optimal delivery of healthcare. Common barriers include negative attitudes, professional stereotypes, professional cultures and power differentials...

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Detalles Bibliográficos
Autores principales: Thomas, Josephine, Kumar, Koshila, Chur-Hansen, Anna
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Public Library of Science 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8389418/
https://www.ncbi.nlm.nih.gov/pubmed/34437641
http://dx.doi.org/10.1371/journal.pone.0256776
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author Thomas, Josephine
Kumar, Koshila
Chur-Hansen, Anna
author_facet Thomas, Josephine
Kumar, Koshila
Chur-Hansen, Anna
author_sort Thomas, Josephine
collection PubMed
description Interprofessional Education (IPE) is one approach to improving communication and collaborative practice between professions, which are essential for the optimal delivery of healthcare. Common barriers include negative attitudes, professional stereotypes, professional cultures and power differentials between professional groups. The aim of this qualitative study was to explore how professional hierarchies and power differentials shape interprofessional interactions between preregistration pharmacy and medicine students. Data were gathered via semi-structured interviews and subject to thematic analysis. Four main themes were identified: Reproducing traditional hierarchies; Social norms around respect; Hierarchies in care values and goals; and Challenging the narrative is possible. Students’ interactions with and views of the other profession largely reflected traditional stereotypes and power differentials. Hierarchy was evident in how respect was accorded and in how care values and goals were managed. Despite this, students overwhelmingly perceived and reported a sense of agency in changing the status quo. Emerging professional identity and conceptualisation of future roles is heavily influenced by the hierarchical relationship between the professions and can pose a significant barrier to collaborative practice. Greater support for collaborative interprofessional practice is needed at the level of policy and accreditation in health education and healthcare to ensure greater commitment to change.
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spelling pubmed-83894182021-08-27 How pharmacy and medicine students experience the power differential between professions: “Even if the pharmacist knows better, the doctor’s decision goes” Thomas, Josephine Kumar, Koshila Chur-Hansen, Anna PLoS One Research Article Interprofessional Education (IPE) is one approach to improving communication and collaborative practice between professions, which are essential for the optimal delivery of healthcare. Common barriers include negative attitudes, professional stereotypes, professional cultures and power differentials between professional groups. The aim of this qualitative study was to explore how professional hierarchies and power differentials shape interprofessional interactions between preregistration pharmacy and medicine students. Data were gathered via semi-structured interviews and subject to thematic analysis. Four main themes were identified: Reproducing traditional hierarchies; Social norms around respect; Hierarchies in care values and goals; and Challenging the narrative is possible. Students’ interactions with and views of the other profession largely reflected traditional stereotypes and power differentials. Hierarchy was evident in how respect was accorded and in how care values and goals were managed. Despite this, students overwhelmingly perceived and reported a sense of agency in changing the status quo. Emerging professional identity and conceptualisation of future roles is heavily influenced by the hierarchical relationship between the professions and can pose a significant barrier to collaborative practice. Greater support for collaborative interprofessional practice is needed at the level of policy and accreditation in health education and healthcare to ensure greater commitment to change. Public Library of Science 2021-08-26 /pmc/articles/PMC8389418/ /pubmed/34437641 http://dx.doi.org/10.1371/journal.pone.0256776 Text en © 2021 Thomas et al https://creativecommons.org/licenses/by/4.0/This is an open access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/) , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
spellingShingle Research Article
Thomas, Josephine
Kumar, Koshila
Chur-Hansen, Anna
How pharmacy and medicine students experience the power differential between professions: “Even if the pharmacist knows better, the doctor’s decision goes”
title How pharmacy and medicine students experience the power differential between professions: “Even if the pharmacist knows better, the doctor’s decision goes”
title_full How pharmacy and medicine students experience the power differential between professions: “Even if the pharmacist knows better, the doctor’s decision goes”
title_fullStr How pharmacy and medicine students experience the power differential between professions: “Even if the pharmacist knows better, the doctor’s decision goes”
title_full_unstemmed How pharmacy and medicine students experience the power differential between professions: “Even if the pharmacist knows better, the doctor’s decision goes”
title_short How pharmacy and medicine students experience the power differential between professions: “Even if the pharmacist knows better, the doctor’s decision goes”
title_sort how pharmacy and medicine students experience the power differential between professions: “even if the pharmacist knows better, the doctor’s decision goes”
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8389418/
https://www.ncbi.nlm.nih.gov/pubmed/34437641
http://dx.doi.org/10.1371/journal.pone.0256776
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