Michael J Peluso, Neo Tapela, John Langeveldt, Margaret E Williams, Kagiso Mochankana, Kebonye Motseosi, Brian Ricci, Adam Rodman, Cecil Haverkamp, Miriam Haverkamp, Rosa Maoto, Rebecca Luckett, Detlef Prozesky, Oathokwa Nkomazana, Tomer Barak
Building Health System Capacity through Medical Education: A Targeted Needs Assessment to Guide Development of a Structured Internal Medicine Curriculum for Medical Interns in Botswana
Annals of global health
interprofessional training wards iptw aim improve undergraduates interprofessional collaborative practice care little known effects different team tasks iptw measured external assessment heidelberg germany four nursing four medical undergraduates one cohort care six patients undergoing general surgery fourweek placement learn professionally interprofessionally working largely responsibility supervision medical nursing learning facilitators interprofessional ward rounds central component developing individual competencies team performance aim study evaluate individual competencies team performance shown ward rounds observations took place four cohorts four nursing four medical undergraduates undergraduates one cohort divided two teams rotated morning afternoon shifts team 1 morning shift first t0 third t1 weeks iptw placement team 2 morning shift second t0 fourth t1 weeks within team tandem one nursing one medical undergraduate cared patient room three patients ward round observations took place team tandem t0 t1 using ipvita instrument individual competencies 16 items team performance 11 items four hypotheses formulated statistical testing linear mixed models correlations total 16 nursing medical undergraduates included significant changes mean values t0 t1 individual competencies hypothesis 1 statistically significant three sum scores roles responsibilities patientcenteredness leadership terms team performance hypothesis 2 statistically significant change mean values sum score roles responsibilities positive trends sum scores patientcenteredness decisionmakingcollaborative clinical reasoning analysis differences development individual competencies groups nursing medical undergraduates hypothesis 3 showed significant differences mean values two groups t0 t1 significant correlations individual competencies team performance t0 t1 hypothesis 4 study limitations due small sample sources bias related external assessment means observation nevertheless study offers insights interprofessional tasks iptw external assessment results quantitative qualitative analysis learners selfassessment confirmed terms roles responsibilities patientcenteredness observed medical undergraduates acquired applied skills collaborative clinic reasoning decisionmaking whereas nursing undergraduates acquired leadership skills within study sample small group tandems remained constant time team performance group constant tandems tended perform better group random tandems aim iptw prepare healthcare team members challenge changing teams therefore implications iptw implementation could develop learning support approaches allow medical nursing undergraduates bring interprofessional competencies team performance independent tandem partner team