Perspectives on Medical Education最新文献

{"title":"Fueling Inner Resources Through Co-Creation: A Scoping Review on the Impact of Co-Creation of Education on Learners' Well-Being.","authors":"Shireen Suliman, Muhammad Zafar Iqbal, Abdel Hakim Bishawi, Margaret Allen, Karen D Könings","doi":"10.5334/pme.1726","DOIUrl":"10.5334/pme.1726","url":null,"abstract":"<p><strong>Introduction: </strong>Co-creation is gaining momentum in health professions education with positive effects on learners' engagement and motivation. Concurrently, emotional challenges faced by learners-such as stress, anxiety, burnout, and depression-continue to be a problem for health professions education leaders. This review seeks to explore how learners' active participation in shaping their educational experience may influence their well-being.</p><p><strong>Methods: </strong>We searched MEDLINE, Scopus, Web of Science, and CINHAL. We included studies conducted within a health professions education context, which involved learners in curriculum design processes, and reported outcomes related to learners' well-being. We used Seligman's PERMA model to report these terms.</p><p><strong>Results: </strong>Of 4222 reviewed articles, 24 met the inclusion criteria. All studies reported outcomes related to learners' well-being across the five domains of the PERMA model: Positive Emotions (n = 23), Meaning (n = 20), Positive Relationships (n = 10), Engagement (n = 4), and Accomplishment (n = 4). Studies describing a true student-staff partnership approach (n = 17) involved smaller learner groups, focused on developing new curricula reported outcomes related to learners' positive well-being in all five domains. Studies describing pseudo-partnership (N = 7) also reported positive learner well-being, but not in all domains, and mostly focused in the context of developing extracurricular mental health initiatives.</p><p><strong>Conclusions: </strong>Co-creation, especially when true student-staff partnership is used, can have a positive influence on learners' well-being. This underscores the importance of empowering learners to participate in shaping their education. Lessons learned from this review may encourage curriculum planners and education leaders to create opportunities and initiatives for involving learners in the design of their education.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"14 1","pages":"129-140"},"PeriodicalIF":4.8,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11951960/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143755253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Compassionate Behavior of Clinical Faculty: Associations with Role Modelling and Gender Specific Differences.","authors":"Rosa Bogerd, Milou E W M Silkens, Benjamin Boerebach, José P S Henriques, Kiki M J M H Lombarts","doi":"10.5334/pme.1481","DOIUrl":"10.5334/pme.1481","url":null,"abstract":"<p><strong>Introduction: </strong>For future doctors, learning compassion skills is heavily dependent on female and male faculty's role modelling in practice. As such, more insight into the relationships between faculty's compassionate behavior, faculty gender and role modelling is needed.</p><p><strong>Methods: </strong>In this cross-sectional survey, we analyzed 12416 resident evaluations of 2399 faculty members across 22 Dutch hospitals. The predictor variables were: observed compassionate behavior, faculty gender (reference category: female), and an interaction term between those two. Our outcome variables were: person, teacher and physician role model. All variables, except for faculty gender, were scored on a 7-point Likert scale ranging from 1 \"totally disagree\" to 7 \"totally agree\".</p><p><strong>Results: </strong>Female faculty scored slightly but significantly higher (M = 6.2, SD = 0.7) than male faculty (M = 5.9, SD = 0.6) on observed compassionate behavior. Observed compassionate behavior was significantly positively associated with being seen as a role model teacher (b = 0.695; 95% CI = 0.623 - 0.767), physician (b = 0.657; 95% CI = 0.598 - 0.716) and person (b = 0.714; 95% CI = 0.653 - 0.775). Male gender showed significant negative associations with role model teacher (b = -0.847; 95% CI = -1.431 - -0.262), physician (b = -0.630, 95% CI = -1.111 - -0.149) and person (b = -0.601, 95% CI = -1.099 - -0.103). The interaction term showed positive significant associations with role model teacher (b = 0.157, 95% CI = 0.061 - 0.767), physician (b = 0.116, 95% CI = 0.037 - 0.194) and person (b = 0.102, 95% CI = 0.021 - 0.183).</p><p><strong>Discussion: </strong>Dutch residents, in general, observed their faculty to be compassionate towards patients and families and faculty's observed compassionate behavior is related to being seen as a role model. However, male faculty benefit more from demonstrating compassion, as it has a greater positive influence on their perceived role model status compared to female faculty.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"14 1","pages":"118-128"},"PeriodicalIF":4.8,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11951979/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143755252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring Self-Censorship and Self-Disclosure Among Clinical Medical Students with Minoritized Identities.","authors":"Vaishnavi Sankar, Tess M Atkinson, Javeed Sukhera","doi":"10.5334/pme.1661","DOIUrl":"https://doi.org/10.5334/pme.1661","url":null,"abstract":"<p><strong>Introduction: </strong>Self-censorship and self-disclosure are two ways students negotiate and reconcile their personal identities with their burgeoning professional identities in order to succeed in the clinical learning environment. In this study, the authors explored how clinical medical students with minoritized identities navigate self-censorship and self-disclosure. Overall, the authors sought to better characterize perceived educational safety among minoritized medical students and identify strategies to better support trainees from diverse backgrounds.</p><p><strong>Methods: </strong>The authors utilized constructivist grounded theory methodology and conducted individual qualitative interviews from 2022-2024 with 16 clinical medical students in the United States who held one or more minoritized identities.</p><p><strong>Results: </strong>Participants viewed censorship as a mechanism for self-preservation in the context of biased and hierarchical learning environments, while disclosure served as a tool for connection and practicing authenticity. Navigating censorship and disclosure while holding the weight of minoritized identities proved challenging and affected learning. However, perceiving safety, trust, and invitation from others could facilitate this process. While participants noted the power of disclosure in improving patient care, many found it difficult to engage in disclosure while maintaining professional boundaries. Despite these challenges, participants found ways to use both censorship and disclosure to assert their identities and reclaim power in their identity narratives.</p><p><strong>Conclusions: </strong>Exploring self-censorship and self-disclosure provides valuable insight into perceived educational safety among students with minoritized identities. It is important for educators to be mindful of self-censorship and co-construct opportunities for disclosure with learners in order to promote inclusivity and equity within the clinical learning environment.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"14 1","pages":"107-117"},"PeriodicalIF":4.8,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11908417/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143651457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investigating the Road to Equity: A Scoping Review of Solutions to Mitigate Implicit Bias in Assessment within Medical Education.","authors":"Kristin E Mangalindan, Tasha R Wyatt, Kirsten R Brown, Marina Shapiro, Lauren A Maggio","doi":"10.5334/pme.1716","DOIUrl":"10.5334/pme.1716","url":null,"abstract":"<p><strong>Introduction: </strong>In medical education, assessments have high-stakes implications. Yet, assessments are rife with unconscious bias, which contributes to inequitable social structures. Implicit bias in assessment must be addressed because medical educators use assessments to guide learning and promote development of physicians' careers. In this scoping review, the authors map the literature on implicit bias in assessment, as it applies to: 1) the types of implicit bias addressed, 2) the targets and types of interventions studied or proposed, and 3) how publications describe intervention efficacy.</p><p><strong>Methods: </strong>The authors conducted a scoping review of the literature on interventions to mitigate implicit bias that was published between January 2010 and August 2023. Author pairs independently screened articles for inclusion and extracted data. Discrepancies were resolved with discussion and consensus. Qualitative and quantitative analysis was informed by Anderson et al's three assessment orientations: fairness, assessment for inclusion (AfI), and justice.</p><p><strong>Results: </strong>7,831 articles were identified; 54 articles were included. The majority (n = 37; 69%) of articles focus on implicit bias toward those underrepresented in medicine. Interventions to mitigate implicit bias were targeted toward admissions and applications, faculty training, recruitment, summative assessments, and evaluation templates. Interventions had <i>fairness</i> (n = 43; 96%) and <i>AfI</i> (n = 22; 49%) orientations; no articles used a <i>justice-orientation</i>. For the sub-set of research studies (n = 40), almost all (n = 34; 85%) examined a single program/institution.</p><p><strong>Discussion: </strong>This scoping review showed that more work is necessary to address different types of implicit biases, move scholarship beyond single-institution studies, refine existing interventions, and evaluate how efficacy is defined.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"14 1","pages":"92-106"},"PeriodicalIF":4.8,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11887471/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143587668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Navigating Dilemmas Arising from Advocacy and Resistance in Medical Education and Medical Practice.","authors":"Rachel H Ellaway, Tasha Wyatt, Maria Hubinette","doi":"10.5334/pme.1619","DOIUrl":"https://doi.org/10.5334/pme.1619","url":null,"abstract":"<p><strong>Background: </strong>Advocacy and resistance are undertheorized in medical education, yet trainees are often encouraged by their teachers to engage in these activities as a way of helping patients, mitigating healthcare system weaknesses, or challenging harms or injustices. How health professionals can and should engage in advocacy or resistance (which can be treated as a dyad of advocacy-resistance) is undertheorized, which can create confusion for trainees and lead to harms. Although acts of advocacy-resistance are often framed as pro-social, applications of advocacy-resistance can create inequity in seeking to reduce it, and they can create challenges for those trying to negotiate this perilous landscape.</p><p><strong>Method: </strong>The authors respond to the need for a more robust theoretical grounding in this space by taking a dialogical approach (based on abductive group discussion and debate, reading and rereading the literature, and collaborative writing and theory building) to explore ethical dilemmas that can arise from healthcare practitioner and trainee engagement in acts of advocacy-resistance.</p><p><strong>Findings: </strong>Four broad dilemmas arising from healthcare practitioner and trainee acts of advocacy-resistance are described: where the loci of responsibilities lie, how professional identity and agency are situated within a collective, balancing competing needs and priorities, and managing harm that can result from engaging in advocacy-resistance. The authors describe contributing factors including equity, identity, needs, priorities, responsibilities, and the advocacy-resistance dyad itself.</p><p><strong>Conclusions: </strong>In better understanding the dilemmas that acts of advocacy-resistance can create, healthcare providers, educators, and trainees should be better able to negotiate this complex and yet necessary space.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"14 1","pages":"85-91"},"PeriodicalIF":4.8,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11869828/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143544026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From Theory to Practice: The Impact of Team-Based Learning on Medical Students' Communication Skills.","authors":"Elda Maria Stafuzza Gonçalves Pires, Stephanie N E Meeuwissen, Hans H C M Savelberg","doi":"10.5334/pme.1595","DOIUrl":"10.5334/pme.1595","url":null,"abstract":"<p><strong>Introduction: </strong>Developing communication skills is essential for medical students to work in modern medical practice. A collaborative learning environment, such as Team-Based Learning (TBL), is a promising environment for developing communication skills. In this study, we investigated 1) how medical students self-report their communication skills in a TBL environment and 2) to what extent students perceive a TBL environment as contributing to their communication skills development.</p><p><strong>Method: </strong>We conducted a quantitative study with a qualitative element involving Brazilian undergraduate medical students from one Medical School. Participants completed the Interpersonal Communication Competence Scale and the Team-Based Learning Environment Scale, including an open-ended question. We used ANOVA to compare responses across the seven semesters and thematic analysis for the open-ended responses.</p><p><strong>Results: </strong>Of the 416 students invited, 307 (74%) responded to both scales. Students had high scores on communication skills. Students highly valued the contribution of five domains of the TBL learning environment: teachers' decisions, teachers' attitudes, students' characteristics, team characteristics, and contextual factors. The sixth domain, formative assessment, was highly valued by first-year students with a downward trend across semesters. Key factors contributing to communication skills development were teachers' alignment with the educational methodology and students' attitudes within teams. Additionally, students noted that their perception of safety and trust to provide feedback influenced their communication skills development.</p><p><strong>Conclusion: </strong>These findings suggest that a TBL environment can maintain students' communication skills. Various elements of the TBL environment play a role here, particularly teachers' alignment, students' attitudes, and a supportive classroom atmosphere.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"14 1","pages":"74-84"},"PeriodicalIF":4.8,"publicationDate":"2025-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11843980/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143484227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Novice Experts: Exploring Fellows' Perspectives on the Transition from Residency to Fellowship.","authors":"Laura E Chiel, Michael Fishman, Erik Driessen, Ariel S Winn","doi":"10.5334/pme.1654","DOIUrl":"10.5334/pme.1654","url":null,"abstract":"<p><strong>Introduction: </strong>Advanced training experiences are required in certain countries for subspecialization. In the United States, a decline in Milestones and in levels of supervision for Entrustable Professional Activities for incoming subspecialty fellows has been described and attributed to changes in context that fellows experience. We aimed to explore this transition to advanced training, and specifically to describe which contextual factors are salient to fellows at the residency to fellowship transition and the supports available for a smooth transition to fellowship.</p><p><strong>Methods: </strong>Using contextual competence as a sensitizing concept, ten semi-structured interviews with first- and second-year pediatric subspecialty fellows from three subspecialties were performed at a large academic medical center in 2023, using thematic analysis informed by elements of constructivist grounded theory.</p><p><strong>Results: </strong>Contextual factors that impacted the transition included changes in systems, necessary knowledge, and roles and responsibilities. At times, participants describe a tension between feeling like novices while simultaneously feeling like they should have more expertise than they had. Supports in navigating this tension, and in navigating the transition more generally, included formal orientations, fellow behaviors and perspective, and input from others.</p><p><strong>Conclusions: </strong>The transition to advanced training is characterized, at times, by experiencing tension between feeling like a novice while feeling like one should have expertise, with fellows' own behaviors and the support of those around them being essential to fellows' smooth transition. While fellowship programs offer orientations, systems-level solutions for supporting fellows' navigation of the transition are underexplored.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"14 1","pages":"66-73"},"PeriodicalIF":4.8,"publicationDate":"2025-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11827558/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143434041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From Learner to Provider: Navigating Role Tensions in Postgraduate Medical Training Through Activity Theory.","authors":"Sin-Yee Patty Kwong, Shiuan-Ruey Yu, Kuo-Chen Liao, Shu-Chen Liao, Cheng-Ting Hsiao, Chung-Hsien Chaou","doi":"10.5334/pme.1499","DOIUrl":"10.5334/pme.1499","url":null,"abstract":"<p><strong>Introduction: </strong>The transition from medical school to residency, especially during the postgraduate year (PGY) internship, poses unique challenges as graduates navigate clinical practice complexities. Understanding PGYs' experiences is crucial for developing effective support strategies to promote their professional growth and well-being.</p><p><strong>Methods: </strong>This qualitative, longitudinal study followed ten PGYs from August 2021 to July 2023, using biannual audio diary based on open-ended questions to capture their experiences. Data analysis, guided by Activity Theory, focused on role conflicts and contradictions as PGYs transitioned from learners to practicing physicians.</p><p><strong>Results: </strong>The analysis revealed prevalent role conflicts and contradictions, primarily due to the tension between the PGYs' roles as learner and healthcare provider. Differences in objectives between PGYs and practicing doctors further exacerbated these conflicts, leading to clashes in priorities and care approaches. Consequently, PGYs experienced reality shock, lack of confidence, and feelings of incompetence, compounded by heavy workloads and exhaustion. These findings underscored the need for support and resources to help PGYs navigate these challenges and succeed in their healthcare roles.</p><p><strong>Discussions: </strong>Using Activity Theory to analyze the inherent challenges and contradictions within the PGY experience, this study offers insights for enhancing PGY preparedness, fostering both professional development and well-being. Drawing on recommendations supported by existing literature, which are stratified by tools, rules, and division of labor, we propose targeted strategies to address specific facets of the PGY role, thereby improving the overall training environment. This research highlights the need for tailored interventions to support PGYs through the challenging transition into clinical practice.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"14 1","pages":"55-65"},"PeriodicalIF":4.8,"publicationDate":"2025-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11827561/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143434035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teach the Unteachable with a Virtual Reality (VR) Brain Death Scenario - 800 Students and 3 Years of Experience.","authors":"Anna Junga, Pascal Kockwelp, Dimitar Valkov, Henriette Schulze, Philipp Bozdere, Ole Hätscher, Helmut Ahrens, Bernhard Marschall, Benjamin Risse, Markus Holling","doi":"10.5334/pme.1427","DOIUrl":"10.5334/pme.1427","url":null,"abstract":"<p><strong>Introduction: </strong>Traditionally, clinical education has combined classroom theory with hospital-based practical experiences. Over the past 50 years, simulation-based training, particularly virtual reality (VR), has gained prominence for its flexibility and scalability. This article describes the development, implementation and evaluation of a VR-based brain death diagnostic training module at the University of Münster over a three-year period.</p><p><strong>Methods: </strong>A multidisciplinary team developed the VR scenario to simulate a realistic intensive care unit, in line with German guidelines for brain death diagnosis. The module includes a tutorial and a preparatory video podcast to accommodate varying levels of VR experience. The course maintained its former small-group format, integrating VR to replace a manikin-based brain death examination. A randomized pilot study compared the traditional and VR-based approaches.</p><p><strong>Results: </strong>Feedback from over 800 students indicated a strong preference for VR training, with a significant increase in perceived competence in brain death diagnosis. The VR module also increased the individual training time and provided more varied clinical scenarios than traditional methods. Continuous feedback led to iterative improvements, including reflex simulations and improved hardware management.</p><p><strong>Discussion: </strong>The VR-based training was well received, demonstrating its potential to revolutionize medical education by providing immersive, realistic simulations. Challenges such as initial hardware adaptation and high personnel costs were addressed through comprehensive tutorials and structural adjustments. The success of this module has led to the development of additional VR courses, optimizing the use of hardware and justifying the initial investment.</p><p><strong>Conclusion: </strong>The integration of VR into medical education at the University of Münster has proven effective, enhancing student engagement and competence in brain death diagnosis. The positive outcomes suggest a promising future for VR in medical education, highlighting the importance of innovative tools in the preparation of future medical professionals. Efforts are continuing to broaden the application and accessibility of VR-based training.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"14 1","pages":"44-54"},"PeriodicalIF":4.8,"publicationDate":"2025-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11784512/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143081648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Implementing IPE in a Workplace Setting: Educational Design Research Promotes Transformative Participation.","authors":"Marco A C Versluis, Lizzy-Sara Zöllner, Sofia Papadopoulou, Relinde van der Stouwe, Marie-Josée C de Haan-Gremme, Anna H C Tsiamparlis-Wildeboer, Héleen Helmholt, Marco Antonio de Carvalho-Filho","doi":"10.5334/pme.1546","DOIUrl":"10.5334/pme.1546","url":null,"abstract":"<p><strong>Background: </strong>Educators struggle to implement Interprofessional Education (IPE) in workplace settings. We adopted an educational design research (EDR) approach to implement an IPE activity and establish design principles supporting IPE implementation in workplace settings.</p><p><strong>Method: </strong>We adopted an iterative process of analysis/exploration, design/construction and evaluation/reflection. We performed a scoping review, visited examples of IPE initiatives and involved workplace professionals to define preliminary design principles for implementation. An IPE activity was implemented where students from nursing, midwifery and medicine care for patients together. Continuous reflection during the EDR process supported the refinement of design principles.</p><p><strong>Results: </strong>We describe 14 design principles for implementation of IPE: (1) Set an objective; (2) Make the project evidence informed and theory driven; (3) Nurture a growth mindset; (4) Stimulate transformative participation; (5) Be aware of culture; (6) Support faculty members; (7) Align learning outcomes (8) Design formative and reflective assessment methods; (9) Position within an authentic context; (10) Facilitate informal interaction; (11) Balance patients' safety with attributing responsibility; (12) Align with the workplace, seize opportunities to improve interprofessional collaboration; (13) Evaluate the implementation; AND (14) Trust the process. The design principles related to three overarching concerns describing IPE implementation as a change process: patient safety, workflow and culture.</p><p><strong>Discussion: </strong>The 14 design principles support context sensitive IPE implementation in the workplace. The EDR approach nurtured transformative participation, empowering stakeholders to participate and contribute to design and decision making. This resulted in an evidence informed, interprofessional cocreation process <i>in</i> and <i>with</i> the workplace that was aligned with existing workflow and organizational culture.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"14 1","pages":"31-43"},"PeriodicalIF":4.8,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11758813/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143048387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}