Interprofessional communication (IPC) for medical students: a scoping review
Abstract Background Effective Interprofessional Communication (IPC) between healthcare professionals enhances teamwork and improves patient care. Yet IPC training remains poorly structured in medical schools. To address this gap, a scoping review is proposed to study current IPC training approaches...
| Main Authors: | , , , , , , , , , , |
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| Format: | Article |
| Language: | English |
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BMC
2020-10-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | http://link.springer.com/article/10.1186/s12909-020-02296-x |
| _version_ | 1818655325800103936 |
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| author | Chermaine Bok Cheng Han Ng Jeffery Wei Heng Koh Zhi Hao Ong Haziratul Zakirah Binte Ghazali Lorraine Hui En Tan Yun Ting Ong Clarissa Wei Shuen Cheong Annelissa Mien Chew Chin Stephen Mason Lalit Kumar Radha Krishna |
| author_facet | Chermaine Bok Cheng Han Ng Jeffery Wei Heng Koh Zhi Hao Ong Haziratul Zakirah Binte Ghazali Lorraine Hui En Tan Yun Ting Ong Clarissa Wei Shuen Cheong Annelissa Mien Chew Chin Stephen Mason Lalit Kumar Radha Krishna |
| author_sort | Chermaine Bok |
| collection | DOAJ |
| description | Abstract Background Effective Interprofessional Communication (IPC) between healthcare professionals enhances teamwork and improves patient care. Yet IPC training remains poorly structured in medical schools. To address this gap, a scoping review is proposed to study current IPC training approaches in medical schools. Methods Krishna’s Systematic Evidence Based Approach (SEBA) was used to guide a scoping review of IPC training for medical students published between 1 January 2000 to 31 December 2018 in PubMed, ScienceDirect, JSTOR, Google Scholar, ERIC, Embase, Scopus and PsycINFO. The data accrued was independently analysed using thematic and content analysis to enhance the reproducibility and transparency of this SEBA guided review. Results 17,809 titles and abstracts were found, 250 full-text articles were reviewed and 73 full text articles were included. Directed Content analysis revealed 4 categories corresponding to the levels of the Miller’s Pyramid whilst thematic analysis revealed 5 themes including the indications, stages of trainings and evaluations, content, challenges and outcomes of IPC training. Many longitudinal programs were designed around the levels of Miller’s Pyramid. Conclusion IPC training is a stage-wise, competency-based learning process that pivots on a learner-centric spiralled curriculum. Progress from one stage to the next requires attainment of the particular competencies within each stage of the training process. Whilst further studies into the dynamics of IPC interactions, assessment methods and structuring of these programs are required, we forward an evidenced based framework to guide design of future IPC programs. |
| first_indexed | 2024-12-17T03:07:54Z |
| format | Article |
| id | doaj.art-8102fb246aae4a14841e46776d6c6fd0 |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-12-17T03:07:54Z |
| publishDate | 2020-10-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-8102fb246aae4a14841e46776d6c6fd02022-12-21T22:05:55ZengBMCBMC Medical Education1472-69202020-10-0120111710.1186/s12909-020-02296-xInterprofessional communication (IPC) for medical students: a scoping reviewChermaine Bok0Cheng Han Ng1Jeffery Wei Heng Koh2Zhi Hao Ong3Haziratul Zakirah Binte Ghazali4Lorraine Hui En Tan5Yun Ting Ong6Clarissa Wei Shuen Cheong7Annelissa Mien Chew Chin8Stephen Mason9Lalit Kumar Radha Krishna10Yong Loo Lin School of Medicine, National University of SingaporeYong Loo Lin School of Medicine, National University of SingaporeDivision of Supportive and Palliative Care, National Cancer Centre SingaporeYong Loo Lin School of Medicine, National University of SingaporeDivision of Supportive and Palliative Care, National Cancer Centre SingaporeYong Loo Lin School of Medicine, National University of SingaporeYong Loo Lin School of Medicine, National University of SingaporeYong Loo Lin School of Medicine, National University of SingaporeMedical Library, National University of Singapore Libraries, Centre for Translational Medicine, National University of SingaporePalliative Care Institute Liverpool, Academic Palliative & End of Life Care Centre, Cancer Research Centre, University of LiverpoolYong Loo Lin School of Medicine, National University of SingaporeAbstract Background Effective Interprofessional Communication (IPC) between healthcare professionals enhances teamwork and improves patient care. Yet IPC training remains poorly structured in medical schools. To address this gap, a scoping review is proposed to study current IPC training approaches in medical schools. Methods Krishna’s Systematic Evidence Based Approach (SEBA) was used to guide a scoping review of IPC training for medical students published between 1 January 2000 to 31 December 2018 in PubMed, ScienceDirect, JSTOR, Google Scholar, ERIC, Embase, Scopus and PsycINFO. The data accrued was independently analysed using thematic and content analysis to enhance the reproducibility and transparency of this SEBA guided review. Results 17,809 titles and abstracts were found, 250 full-text articles were reviewed and 73 full text articles were included. Directed Content analysis revealed 4 categories corresponding to the levels of the Miller’s Pyramid whilst thematic analysis revealed 5 themes including the indications, stages of trainings and evaluations, content, challenges and outcomes of IPC training. Many longitudinal programs were designed around the levels of Miller’s Pyramid. Conclusion IPC training is a stage-wise, competency-based learning process that pivots on a learner-centric spiralled curriculum. Progress from one stage to the next requires attainment of the particular competencies within each stage of the training process. Whilst further studies into the dynamics of IPC interactions, assessment methods and structuring of these programs are required, we forward an evidenced based framework to guide design of future IPC programs.http://link.springer.com/article/10.1186/s12909-020-02296-xInterprofessional communicationMedical educationUndergraduate medical trainingMedical studentsCommunications skillsMedicine |
| spellingShingle | Chermaine Bok Cheng Han Ng Jeffery Wei Heng Koh Zhi Hao Ong Haziratul Zakirah Binte Ghazali Lorraine Hui En Tan Yun Ting Ong Clarissa Wei Shuen Cheong Annelissa Mien Chew Chin Stephen Mason Lalit Kumar Radha Krishna Interprofessional communication (IPC) for medical students: a scoping review BMC Medical Education Interprofessional communication Medical education Undergraduate medical training Medical students Communications skills Medicine |
| title | Interprofessional communication (IPC) for medical students: a scoping review |
| title_full | Interprofessional communication (IPC) for medical students: a scoping review |
| title_fullStr | Interprofessional communication (IPC) for medical students: a scoping review |
| title_full_unstemmed | Interprofessional communication (IPC) for medical students: a scoping review |
| title_short | Interprofessional communication (IPC) for medical students: a scoping review |
| title_sort | interprofessional communication ipc for medical students a scoping review |
| topic | Interprofessional communication Medical education Undergraduate medical training Medical students Communications skills Medicine |
| url | http://link.springer.com/article/10.1186/s12909-020-02296-x |
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