Background: Interprofessional collaboration potentially enhances patient safety and satisfaction, and reduces tensions and conflicts among health care professionals. Such collaboration is challenging, however, because health care professionals lack sufficient knowledge of other professional roles and competences to engage in fruitful interprofessional teamwork. The aim of this study was to assess the impact of an interprofessional training program on students’ self-efficacy in interprofessional collaboration. Methods: The study was designed as a quasi-experiment with an intervention group (239 students) and a comparison group (405 students). The intervention was provided by an interprofessional clinical study unit (ICS) and included students from nursing, medicine, physiotherapy, occupational therapy, laboratory technology and radiography. Self-efficacy data were collected through web-based questionnaires completed before and after the students’ clinical training. Results: In the simple statistical analysis, all four self-efficacy scores for the ICS group improved over time although one score (Q4) change did not reach statistical significance (p=0.08). After adjustment for profession, gender, baseline difference between the two groups and the score change for the comparison group, the ICS group’s self-efficacy score gain remained statistically significant. Conclusion: The study showed that interprofessional training improved students’ perception of self-efficacy more than traditional clinical training.
Medical Teacher, 2013, Vol 35, Issue 6
School and education; Tværfaglig klinisk uddannelse; Interprofessional clinical training