Journal of Interprofessional Care最新文献

Interprofessional learning at a birthing unit: a focused ethnographic study. 生育单位的跨专业学习：一项重点人种学研究。

IF 2.3 3区医学

Journal of Interprofessional Care Pub Date : 2026-09-29 DOI: 10.1080/13561820.2026.2740222

M Spets, P Tingström, H Ulfsdottir, M Barimani, S Zwedberg

{"title":"Interprofessional learning at a birthing unit: a focused ethnographic study.","authors":"M Spets, P Tingström, H Ulfsdottir, M Barimani, S Zwedberg","doi":"10.1080/13561820.2026.2740222","DOIUrl":"https://doi.org/10.1080/13561820.2026.2740222","url":null,"abstract":"Midwives in birthing units manage low-risk births and collaborate with physicians in case of complications. Interprofessional learning fosters collaboration and improves care quality; however, research on interprofessional learning in birth units remains limited. This study aims to examine how interprofessional learning may emerge in a birthing unit from a student perspective, when a midwifery student and a medical student are supervised together by a midwife. The study design is focused ethnography. Data were collected through participant observation and semi-structured interviews. The findings reveal that interprofessional learning varies based on whether the students are in the birthing room or at the midwifery station. At the midwifery station, students collaborate actively, and benefit from each other's expertise. By contrast, within the birthing room, the dynamic shifts: the midwifery student takes on an active role, while the medical student adopts a passive position, resulting in little or no communication and collaboration between them. The findings indicate that for successful implementation of interprofessional learning at a birthing unit, it is essential to clarify students' role expectations from the outset. To prevent passivity in medical students, preceptors must actively involve and support them in practical participation in the birthing room.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-9"},"PeriodicalIF":2.3,"publicationDate":"2026-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149082803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Relational coordination and psychological safety among interprofessional healthcare team members on an acute inpatient stroke unit: a cross-sectional study. 急性住院卒中病房跨专业医疗团队成员的关系协调和心理安全：一项横断面研究。

IF 2.3 3区医学

Journal of Interprofessional Care Pub Date : 2026-09-23 DOI: 10.1080/13561820.2026.2730470

Dorna P Hairston, Elizabeth K Tanner, Ginger C Hanson, Anping Xie, Erin Abu-Rish Blakeney, Mona Bahouth, Rachel Salas, Elizabeth Zink, Kathryn McDonald

{"title":"Relational coordination and psychological safety among interprofessional healthcare team members on an acute inpatient stroke unit: a cross-sectional study.","authors":"Dorna P Hairston, Elizabeth K Tanner, Ginger C Hanson, Anping Xie, Erin Abu-Rish Blakeney, Mona Bahouth, Rachel Salas, Elizabeth Zink, Kathryn McDonald","doi":"10.1080/13561820.2026.2730470","DOIUrl":"https://doi.org/10.1080/13561820.2026.2730470","url":null,"abstract":"Interprofessional teamwork is essential for delivering safe, high-quality stroke care, yet effective coordination across professions remains challenging. As part of a quality improvement project, we conducted a cross-sectional study to assess baseline interprofessional teamwork on an acute inpatient stroke unit, focusing on relational coordination (RC) and psychological safety. An electronic survey was completed by 53 healthcare team members (n = 137), including attending-physicians (senior physicians), trainee-physicians (fellows and residents), nurses, and other allied health professionals. Overall, RC scores were moderate (within professions: 4.10-4.60; between professions: 3.50-4.00), except for attending physicians and medical trainees, whose RC was strong (4.57). Perceptions were non-reciprocal: attending-physicians and medical trainees rated RC with nurses and other professions as strong (>4.00), while those groups rated RC with them as weak (<3.50). Psychological safety, lowest among nurses, significantly accounted for the association between profession and RC communication. These findings highlight gaps in interprofessional teamwork and underscore the importance of structured interventions. Insights from this study informed the adaptation of an interprofessional bedside rounding model to strengthen communication, enhance psychological safety, and foster collaborative stroke care.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-5"},"PeriodicalIF":2.3,"publicationDate":"2026-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149026657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Using expert judgement to define minimum standards for ensuring interprofessional education on training wards. 运用专家判断，确定确保培训病房跨专业教育的最低标准。

IF 2.3 3区医学

Journal of Interprofessional Care Pub Date : 2026-09-21 DOI: 10.1080/13561820.2026.2729259

Mira Mette, Kim Rupprecht, Elisabeth Narciss, Jutta Hinrichs

{"title":"Using expert judgement to define minimum standards for ensuring interprofessional education on training wards.","authors":"Mira Mette, Kim Rupprecht, Elisabeth Narciss, Jutta Hinrichs","doi":"10.1080/13561820.2026.2729259","DOIUrl":"https://doi.org/10.1080/13561820.2026.2729259","url":null,"abstract":"The number of interprofessional training wards (ITWs), which differ in their local specifics, is growing world-wide. Quality management of interprofessional education (IPE) on ITWs depends on the commitment of the local people involved. Literature addressing issues of quality assurance of ITWs is missing. Thus, minimum standards were defined in a multi-stage approach involving 24 experts and different methods. From 45 quality criteria, local experts first derived and consented on Mannheim's draft of 26 minimum standards following the SHELF protocol. Next, external experts validated and commented on the proposed minimum standards in an online survey. Agreement levels varied (64%-100%). Collaborative inductive content analysis of the comments contributed to refine the final wording of the recommended location-independent minimum standards. A trial with our ITW indicated which minimum standards were met completely, partially, or not at all. Expert judgment from different ITW expert groups were valuable for obtaining meaningful and precisely worded minimum standards. While majority votes gave an indication, deliberative discussions proved to be decisive to arrive at \"wise\" expert-based outcomes. The checklist of the recommended minimum standards is easy to use for (re)assessing the quality of IPE on ITWs and can serve as a benchmark to make IPE on ITWs comparable.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-10"},"PeriodicalIF":2.3,"publicationDate":"2026-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149017444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Indigenous navigators' interprofessional collaboration in a community-based homelessness care team: challenges and opportunities. 土著导航员在社区流浪者护理团队中的跨专业合作：挑战与机遇。

IF 2.3 3区医学

Journal of Interprofessional Care Pub Date : 2026-09-17 DOI: 10.1080/13561820.2026.2724368

Odile-Anne Desroches, Andreea-Cătălina Panaite, Jimmy Siméon, Mathieu Morin-Robertson, Pénélope Boudreault, Janie Houle, Ghislaine Rouly, Antoine Boivin

{"title":"Indigenous navigators' interprofessional collaboration in a community-based homelessness care team: challenges and opportunities.","authors":"Odile-Anne Desroches, Andreea-Cătălina Panaite, Jimmy Siméon, Mathieu Morin-Robertson, Pénélope Boudreault, Janie Houle, Ghislaine Rouly, Antoine Boivin","doi":"10.1080/13561820.2026.2724368","DOIUrl":"https://doi.org/10.1080/13561820.2026.2724368","url":null,"abstract":"Indigenous health navigation promotes access to healthcare for Indigenous people. This descriptive single case study focuses on an Indigenous navigation program within a Montreal non-Indigenous community-based organization offering outreach healthcare in the streets for people experiencing homelessness. Our research aims to identify the nature of interprofessional collaboration within the healthcare team and to document the factors influencing it. Ten semi-structured interviews were conducted with eight members of the organization (navigators, nurses, and a manager) and analyzed with a hybrid (deductive and inductive) thematic analysis. Seven field observation sessions allowed additional nuance. Data highlighted that collaboration could facilitate access to culturally safe care, address holistic needs, and help face complexity and unpredictability intrinsic to offering healthcare in the streets. Challenges in collaboration can arise from differing experiences and perceptions, limited mutual understanding, and role ambiguity. Results show that tensions within the team were associated with the formation of subgroups among people sharing common cultural backgrounds and experiences, but individual positive relationships between members of subgroups allowed better mutual understanding. The results point to supportive practices such as diversity training, shared trust building, and reflexivity as essential to fostering collaboration.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-10"},"PeriodicalIF":2.3,"publicationDate":"2026-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148992220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

From competency transfer to situated enactment: an interpretive explanatory model of the transition from interprofessional education to collaborative practice. 从能力转移到情境制定：跨专业教育向合作实践转变的解释性解释模型。

IF 2.3 3区医学

Journal of Interprofessional Care Pub Date : 2026-09-17 DOI: 10.1080/13561820.2026.2719708

Juliana Muelle-Zambrano, Verónica Naranjo-Rojas, John Vergel

{"title":"From competency transfer to situated enactment: an interpretive explanatory model of the transition from interprofessional education to collaborative practice.","authors":"Juliana Muelle-Zambrano, Verónica Naranjo-Rojas, John Vergel","doi":"10.1080/13561820.2026.2719708","DOIUrl":"https://doi.org/10.1080/13561820.2026.2719708","url":null,"abstract":"Interprofessional education (IPE) is often positioned as preparation for interprofessional collaborative practice (IPCP), yet how students learn to enact IPCP as they move from online IPE to community-based practice remains insufficiently understood. This instrumental qualitative case study examined undergraduate health professions students' learning within an IPE program at a Colombian university that connected online modules with rural community-based primary care. Data were collected between October 2024 and March 2025 from students in medicine, psychology, physiotherapy, and speech therapy through nine semi-structured interviews, one focus group, one dyadic interview, and two non-participant observations during rural fieldwork. Data were analyzed using Braun and Clarke's thematic analysis followed by interpretive synthesis. Three themes were identified: understanding collaborative practice in healthcare; barriers to learning collaborative practice; and situated conditions supporting collaborative learning. Together, these themes generated an explanatory model of the IPE-IPCP transition composed of conceptual scaffolding, situated participation, reflection-in-practice, and power negotiation. These findings suggest that the IPE-IPCP transition is less a transfer of competencies than a process through which students learn to enact IPCP by reflecting on and negotiating professional hierarchy. Blended IPE should help facilitators turn emerging power asymmetries in practice settings into opportunities for such enactment.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-9"},"PeriodicalIF":2.3,"publicationDate":"2026-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148992194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Building LINKS: a multimodal evaluation of a single simulation-based interprofessional workshop for undergraduate healthcare students. 建立联系：基于单一模拟的本科医疗保健学生跨专业研讨会的多模式评估。

IF 2.3 3区医学

Journal of Interprofessional Care Pub Date : 2026-09-15 DOI: 10.1080/13561820.2026.2729265

Carla Sa-Couto, Ingrid Bispo, Cristina Carvalho Pinto, Isilda Ribeiro, Fernanda Carvalho, Carla Cerqueira

{"title":"Building LINKS: a multimodal evaluation of a single simulation-based interprofessional workshop for undergraduate healthcare students.","authors":"Carla Sa-Couto, Ingrid Bispo, Cristina Carvalho Pinto, Isilda Ribeiro, Fernanda Carvalho, Carla Cerqueira","doi":"10.1080/13561820.2026.2729265","DOIUrl":"https://doi.org/10.1080/13561820.2026.2729265","url":null,"abstract":"This study evaluated the impact of the LINKS (Lifting INterprofessional Knowledge through Simulation) workshop - a single-session, simulation-based interprofessional education intervention - on final-year medical and nursing students, in Portugal. The workshop combined co-designed clinical scenarios and interprofessional debriefing to promote teamwork skills. A quasi-experimental pre-post design was used, employing both self-assessment with the Interprofessional Education Collaborative (IPEC) survey and observer-rated assessment of team performance based on video-recorded scenarios. Forty-three students participated, forming 14 interprofessional teams. Results showed statistically significant improvements in self-perceived interprofessional competencies across both IPEC domains (interaction and values) and in overall scores, with convergence observed between professional groups post-intervention. Objective assessment of teams' performance revealed statistically significant gains in situation awareness, interaction/cooperation, and communication, with a positive trend in leadership that did not reach significance. These findings align with multiple levels of Kirkpatrick's educational outcomes model, demonstrating changes in attitudes (Level 2A), observable skills (Level 2B), and team behavior (Level 3). The study highlights that even a single, well-structured IPE session can produce meaningful improvements in interprofessional collaboration. These findings support the integration of simulation-based IPE into undergraduate curricula and highlight the value of multimodal evaluation for capturing meaningful educational outcomes.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-12"},"PeriodicalIF":2.3,"publicationDate":"2026-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148971853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

From reflective inquiry to educational judgment: an orientation for context-responsive virtual interprofessional education. 从反思性探究到教育判断：情境响应式虚拟跨专业教育的取向。

IF 2.3 3区医学

Journal of Interprofessional Care Pub Date : 2026-09-15 DOI: 10.1080/13561820.2026.2726357

Jeffrey Foucrier

{"title":"From reflective inquiry to educational judgment: an orientation for context-responsive virtual interprofessional education.","authors":"Jeffrey Foucrier","doi":"10.1080/13561820.2026.2726357","DOIUrl":"https://doi.org/10.1080/13561820.2026.2726357","url":null,"abstract":"Virtual interprofessional education (VIPE) has become increasingly prevalent in health professions education, yet its implementation continues to reveal gaps between educational theory and instructional practice. Although multiple theories, curricular frameworks, and competency models inform interprofessional education, educators receive limited guidance for reasoning across these perspectives during learning design. I propose an orientation for educational judgment in which theoretical pluralism is enacted through reflective inquiry. The orientation begins with educational purpose, learner experience, educational context, and enduring attention to ethical commitments. Educational judgment provides an interpretive process through which complementary perspectives are intentionally selected and aligned. Reflexive Pedagogy, the Four-Dimensional Curriculum Framework, the Interprofessional Education Collaborative Core Competencies, and ethical commitments informed by the Canadian Interprofessional Health Collaborative illustrate how this orientation may be operationalized within VIPE. Learner experience subsequently informs recursive reflective inquiry, allowing educational assumptions and design decisions to be evaluated as contexts evolve. I also consider emerging professional capacities that may strengthen the enactment of existing competency frameworks within virtual learning environments. Rather than prescribing a single implementation model, I offer a transferable conceptual orientation for coherent, context-responsive, and ethically grounded VIPE.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-9"},"PeriodicalIF":2.3,"publicationDate":"2026-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148971914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Engaging healthcare professionals to lead change as local champions: lessons learned from a TeamSTEPPS implementation. 让医疗保健专业人员以当地冠军的身份领导变革：从TeamSTEPPS实施中获得的经验教训。

IF 2.3 3区医学

Journal of Interprofessional Care Pub Date : 2026-09-11 DOI: 10.1080/13561820.2026.2723239

Robin Lüchinger, Marie-Claude Audétat, Katherine Blondon, Noelle Junod Perron

{"title":"Engaging healthcare professionals to lead change as local champions: lessons learned from a TeamSTEPPS implementation.","authors":"Robin Lüchinger, Marie-Claude Audétat, Katherine Blondon, Noelle Junod Perron","doi":"10.1080/13561820.2026.2723239","DOIUrl":"https://doi.org/10.1080/13561820.2026.2723239","url":null,"abstract":"Interprofessional collaboration is essential for achieving the quintuple aim in patient care: enhancing outcomes, improving patient experience, reducing costs, supporting provider well-being, and advancing health equity. The successful translation of collaborative care models into practice requires deliberate implementation strategies. Champions are key agents of change in the implementation of interprofessional collaborative care. However, despite available implementation recommendations, a deeper understanding of the factors influencing the change process is needed. This study explored how TeamSTEPPS Master Trainers (MTs) at Geneva University Hospitals adopted and enacted their champion role and examines the factors that shaped their experiences. We conducted semi-structured interviews with 14 MTs (physicians, nurses, and physiotherapists), recruited through purposive sampling. Transcripts were analyzed thematically at individual, relational, and institutional levels. Our results highlight that champions were strongly motivated and valued the opportunity to strengthen teamwork. Their active commitment and open communication facilitated implementation, whereas staff resistance, mistrust, and high turnover were significant challenges. Although initial training was beneficial, participants highlighted the need for ongoing support and contextual adaptation. Institutional recognition and communities of practice enhanced legitimacy. In conclusion, champions are essential in advancing interprofessional collaboration, but their impact depends on broader organizational conditions. Sustained change requires participative implementation, leadership support, and mechanisms for collective learning.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-10"},"PeriodicalIF":2.3,"publicationDate":"2026-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148946051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effectiveness of an interprofessional experience in building confidence and recognizing communication skills in healthcare students using the self-reported interprofessional collaborative competency attainment survey (ICCAS). 使用自我报告的跨专业协作能力成就调查（ICCAS）建立信心和识别医疗保健学生沟通技巧的跨专业经验的有效性。

IF 2.3 3区医学

Journal of Interprofessional Care Pub Date : 2026-09-09 DOI: 10.1080/13561820.2026.2720754

Christina Bickley, Suzanne Scheller, Rupal M Patel, Katy Mitchell

{"title":"Effectiveness of an interprofessional experience in building confidence and recognizing communication skills in healthcare students using the self-reported interprofessional collaborative competency attainment survey (ICCAS).","authors":"Christina Bickley, Suzanne Scheller, Rupal M Patel, Katy Mitchell","doi":"10.1080/13561820.2026.2720754","DOIUrl":"https://doi.org/10.1080/13561820.2026.2720754","url":null,"abstract":"The primary purpose of this study was to evaluate the effectiveness of an Interprofessional education (IPE) experience using the Interprofessional Collaborative Competency Attainment survey (ICCAS). In total, 319 physical therapy and nursing students participated in a single IPE experience held annually over 3 years. All students were shown two patient care simulation videos highlighting two different styles of communication. Pre- and post‑activity, students anonymously completed the ICCAS. As a group, all 20 ICCAS items showed significant improvement with large effect sizes. The largest effect size was found for item 1: \"Promote effective communication among members of an IP team.\" The largest domain improvement was found in communication. The secondary purpose of this study was to examine the relationship between change scores from ICCAS items #1 to #20 with ICCAS question #21. This study found that a single IPE experience using peer discussion and video was a highly effective and efficient way to enhance interdisciplinary communication and other IPE domains among nursing and physical therapy students. This IPE experience, which covers the IPE core competencies of values/ethics, roles/responsibilities, interprofessional communication, and teams/teamwork, should be considered by other programs looking for new and effective ways to incorporate IPE into their curriculum.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"1-13"},"PeriodicalIF":2.3,"publicationDate":"2026-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148914131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Power dynamics and interprofessional collaboration: How do community pharmacists position general practitioners, and how do general practitioners position themselves? 权力动态与跨专业合作：社区药剂师如何定位全科医生，全科医生又如何定位自己？

IF 2.3 3区医学

Journal of Interprofessional Care Pub Date : 2026-09-01 Epub Date: 2023-01-03 DOI: 10.1080/13561820.2022.2148637

Hilde Rakvaag, Reidun Lisbet Skeide Kjome, Gunn Elisabeth Søreide

{"title":"Power dynamics and interprofessional collaboration: How do community pharmacists position general practitioners, and how do general practitioners position themselves?","authors":"Hilde Rakvaag, Reidun Lisbet Skeide Kjome, Gunn Elisabeth Søreide","doi":"10.1080/13561820.2022.2148637","DOIUrl":"10.1080/13561820.2022.2148637","url":null,"abstract":"Power differentials and medical dominance can negatively affect collaboration between physicians and pharmacists. Norway is recognized as having a relatively egalitarian work sector, which could affect power differentials. In this qualitative study, we used positioning theory as a framework to explore the aspect of power dynamics between Norwegian general practitioners (GPs) and community pharmacists. We used the concepts of reflexive and interactive positioning to identify how GPs positioned themselves and how they were positioned by pharmacists in six focus groups. Data were analyzed using systematic text condensation. We found positioning theory to be a useful lens through which to study power dynamics in relation to collaboration between community pharmacists and GPs. Our findings imply that the presence of medical dominance poses challenges even in an egalitarian Norwegian setting. However, although both GPs and pharmacists draw on a 'medical dominance' storyline, we have also identified how both pharmacists and GPs draw on alternative and promising storylines of collaboration between the two professions.","PeriodicalId":50174,"journal":{"name":"Journal of Interprofessional Care","volume":" ","pages":"796-803"},"PeriodicalIF":2.3,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10842775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0