TY - JOUR
T1 - Interprofessional identity: an ethnography of clinical simulation learning in New Zealand
AU - Cooper-Ioelu, Pauline
AU - Jowsey, Tanisha
N1 - Funding Information:
The authors thank all students and staff who participated in this study. We also thank the University of Auckland and SCIPPS staff who supported this project and Meng-Jiun Penny Lin and Peter Beaver for helping us to collect data for this study.
Funding Information:
This study was internally funded by the Faculty of Medical and Health Sciences at the University of Auckland (FDRF Grant: 3715764).
Publisher Copyright:
© 2022, The Author(s).
PY - 2022/1/21
Y1 - 2022/1/21
N2 - Background: This article explores the experiences of clinical healthcare students on an interprofessional simulation course in Auckland, New Zealand. The four-day course aims to provide a formative learning experience for final year medical, pharmacy, nursing, and paramedicine students. It focuses on building skills in professionalism, communication, leadership and interprofessional safe teamwork through structured learning activities and clinical simulation scenarios. Methods: In 2018, we commenced focused ethnographic research involving participant observation, field notes, interviews, photography and ethnographic film. Results: A total of 112 students participated in this research from the disciplines of medicine (n = 53), nursing (n = 27), pharmacy (n = 17), and paramedicine (n = 15). In a revisit to Van Gennep’s (1972) seminal work on liminality, we suggest that the course represents a liminal space where students’ ideas about what it means to be a healthcare ‘professional’ are challenged, disrupted and reconstructed. We observed students emerging from the course with transformed professional and interprofessional identities. Conclusions: We posit that the ritualised and liminal nature of the course plays a role in the development of interprofessional identities by interrupting the reproduction of siloed biomedical culture. Students are challenged to become effective team members alongside other students and experts from other professions. We discuss these findings as they relate to medical and health sciences education.
AB - Background: This article explores the experiences of clinical healthcare students on an interprofessional simulation course in Auckland, New Zealand. The four-day course aims to provide a formative learning experience for final year medical, pharmacy, nursing, and paramedicine students. It focuses on building skills in professionalism, communication, leadership and interprofessional safe teamwork through structured learning activities and clinical simulation scenarios. Methods: In 2018, we commenced focused ethnographic research involving participant observation, field notes, interviews, photography and ethnographic film. Results: A total of 112 students participated in this research from the disciplines of medicine (n = 53), nursing (n = 27), pharmacy (n = 17), and paramedicine (n = 15). In a revisit to Van Gennep’s (1972) seminal work on liminality, we suggest that the course represents a liminal space where students’ ideas about what it means to be a healthcare ‘professional’ are challenged, disrupted and reconstructed. We observed students emerging from the course with transformed professional and interprofessional identities. Conclusions: We posit that the ritualised and liminal nature of the course plays a role in the development of interprofessional identities by interrupting the reproduction of siloed biomedical culture. Students are challenged to become effective team members alongside other students and experts from other professions. We discuss these findings as they relate to medical and health sciences education.
UR - http://www.scopus.com/inward/record.url?scp=85123418356&partnerID=8YFLogxK
U2 - 10.1186/s12909-021-03054-3
DO - 10.1186/s12909-021-03054-3
M3 - Article
C2 - 35062932
AN - SCOPUS:85123418356
SN - 1472-6920
VL - 22
JO - BMC Medical Education
JF - BMC Medical Education
IS - 1
M1 - 51
ER -