Strong interprofessional relations have been espoused as a keystone for effective care and healthy workplaces. However, emerging evidence suggests that the cultural and historical manner in which health professional students have been socialized may impact future collaboration and respectful interprofessional relations. The aim of this CIHR- funded longitudinal study is to understand the process of formal professional socialization over time and how we can better prepare health professional students for collaborative practice.
This research employed an interpretive, narrative methodology, guided by the philosophical and theoretical tenets of interpretivism, hermeneutics, and narrative theory. Participants who entered their first year of health professional study in dentistry, medicine, nursing, pharmacy, or physiotherapy at Dalhousie in September 2015 were interviewed before, during and following completion of their respective programs, until 2 years post graduation. Narrative analysis of interviews were conducted within and across the five cohorts to identify key narrative components as they relate to professional identity development, interprofessional socialization and collaboration.
Findings highlight the socialization experiences of health professional students, including examples of interprofessional learning and role modeling. Findings illustrate how professional identity, attitudes, and beliefs evolve throughout formal education and showcase exemplars in terms of building interprofessional respect.
Understanding how health professional roles are conceptualized among students provides valuable insight into addressing stereotypes and promoting IPC within interprofessional education curricula. Findings are currently informing the development of health professional curricula to optimize the clinical learning environment and other socialization initiatives designed to enhance interprofessional respect and collaborative practice.
In support of improving patient care, this activity is planned and implemented by The National Center for Interprofessional Practice and Education. The National Center for Interprofessional Practice and Education is accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.
As a Jointly Accredited Provider, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credit for learning and change.
- Physicians: This activity will be designated for CME AMA PRA Category 1 Credit(s)TM through ACCME.
- Physician Assistants: NCCPA accepts AMA PRA Category 1 Credit(s)™ from organizations accredited by ACCME or a recognized state medical society.
- Nurses: This activity will be designated for CNE nursing contact hours through ANCC.
- Pharmacists and Pharmacy Technicians: This activity will be designated for CPE contact hours (CEUs) through ACPE.
- Social Workers: This activity will be designated for social work continuing education credits through ASWB.
- All health professionals: This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credit for learning and change.