Student Evaluation of Interprofessional Experiences Between Medical and Graduate Biomedical Students

Authors

  • Corri B. Levine University of Texas Medical Branch, Institute for Translational Sciences http://orcid.org/0000-0003-0405-5191
  • Maria Ansar University of Texas Medical Branch, Department of Microbiology & Immunology University of Texas Medical Branch, School of Medicine;
  • Andrea Dimet University of Texas Medical Branch, Institute for Translational Sciences
  • Austin Miller University of Texas Medical Branch, Institute for Translational Sciences
  • Joon Moon University of Texas Medical Branch, School of Medicine
  • Christopher Rice University of Texas Medical Branch, School of Medicine
  • August Schaeffer University of Texas Medical Branch, School of Medicine
  • Jourdan Andersson University of Texas Medical Branch, Institute for Translational Sciences
  • Shaunte Ekpo-Otu University of Texas Medical Branch, Institute for Translational Sciences
  • Erica McGrath University of Texas Medical Branch, Institute for Translational Sciences
  • Huda Sarraj University of Texas Medical Branch, Institute for Translational Sciences

DOI:

https://doi.org/10.22230/jripe.2019v9n1a274

Keywords:

Interprofessional experience, Interprofessional education, Problembased learning, Biomedical training, Medical students, Graduate students

Abstract

Background: Interprofessional education (IPE) has fostered increased collaboration and appreciation for different disciplines among health professionals but has yet to be established in a translational research setting. Interprofessional experiences (IPEx) implemented early in student training could increase translational research productivity.

Methods and findings: Ten students involved in an IPE curriculum wrote autoethnographic accounts that were coded and emergent themes were grouped through constant comparative analysis. IPE led to improvements in communication, trust, appreciation, and an increased desire to seek IPE in future careers. Challenges included administrative barriers and interpersonal conflicts.

Conclusions: Participants found IPE beneficial to their careers and developed a respect for each other’s discipline. To implement IPE, institutions should consider possible administrative challenges and inclusion of conflict management training.

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Published

2019-01-18

Issue

Vol. 9 No. 1 (2019)

Section

Articles: Empirical Research

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