Interprofessional training in the context of clinical practice: goals and students' perceptions on clinical education wards
Version of Record online: 16 JUN 2004
Volume 38, Issue 7, pages 727–736, July 2004
How to Cite
Ponzer, S., Hylin, U., Kusoffsky, A., Lauffs, M., Lonka, K., Mattiasson, A.-C. and Nordström, G. (2004), Interprofessional training in the context of clinical practice: goals and students' perceptions on clinical education wards. Medical Education, 38: 727–736. doi: 10.1111/j.1365-2929.2004.01848.x
- Issue online: 16 JUN 2004
- Version of Record online: 16 JUN 2004
- Received 16 December 2002; editorial comments to authors 25 February 2003; accepted for publication 20 August 2003
- interprofessional relations;
- patient care team;
- delivery of health care/*methods;
- clinical competence/*standards;
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.