The Social Organization of an Interprofessional Education Program

Abstract

Background: Interprofessional Collaboration (IPC) among health care professionals has been identified as essential to enhance patient care. Interprofessional education (IPE) is a key strategy towards promoting IPC. Stereotypes held by students have been recognized as a challenge for IPE and IPC. Purpose: To describe the norms and limits that shape facilitator’s work in IPE interactions problematized by students’ stereotypes. Methodology and Methods: The methodology employed was institutional ethnography. Data was collected through observations, interviews, focus groups, and texts. Participants included facilitators, nursing students, and IPE committee members. Results: Facilitation of IPE is impacted by several factors including: the composition/balance of the students within small groups, interpersonal relations between students across health professions; inconsistent focus on core IPC competencies and formal facilitator training. Conclusion: Study results include the identification of several strategies to address student stereotypes and enhance collaboration, including directions for future curriculum decisions and the pedagogical organization of IPE.