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Project properties

Title	Investigating Interprofessional Education in Obstetrics
Keywords	interprofessional education healthcare education
Researchers	drs. M.A.C. Versluis Marco CarvalhoFilho
Type of project	Stage Wetenschap / Researchproject of MD/PhD programme
Nature of the research	Mixed method study (qualitative and quantitative)
Fields of study	obstetrics

Background / introduction

Over the last decades, healthcare has undergone a transformation. Both demographics/epidemiology as well as population demands have changed tremendously. Impressive technological innovations have been made. And more (different) healthcare employees have been added to the workforce.(1) Interprofessional collaboration (IPC) is therefore more important than ever and future care providers must be prepared for this. Interprofessional education (IPE) takes place when students from different courses learn with, from and about each other. It is necessary to train the caregivers that are able to navigate the future landscape of practice. (2-5) There are various educational theories that relate to IPE, such as: social constructivism, social learning theory, contextual learning and collaborative learning. Based on these theories, the department of gynecology and obstetrics is implementing an innovative IPE activity where students in nursing, midwifery and medicine care for patients together.
However, while the need for IPE is recognized worldwide, implementation has proved extremely challenging. (3,5,6) It is un clear what works, how and within which context.

Research question / problem definition
Two questions are central to this research project: 1. What are the contextual factors that contribute to or limit the implementation of an IPE activity (barriers/facilitators)? 2. How does IPE work, and what is needed for it? Which of the above theories play a role in this and in what way?

Workplan

This study uses a design-based, mixed method approach. The method follows the different steps of implementation and the interaction with stakeholders (students, teachers/healthcare professionals and patients) in continuous cycles of design, evaluation, and redesign. Along the cycles, the factors that that influence the implementation as well as the effect of the implementation are investigated using mixed method approach (quantitative and qualitative). During this science elective (stage wetenschap) you have the opportunity to gain experience with both quantitative and qualitative research. There is much interaction with the various stakeholders and the research group. We are therefore looking for a communicative student with an interest in the subject and affinity with medical education. The research will be part of a research line on the subject of IPE within the department of gynaecology & obstetrics. If the project is a mutually positive experience, there is the possibility of follow-up projects, for example within an MD-PhD trajectory.

References

(1) Frenk J, Chen L, Bhutta ZA, Cohen J, Crisp N, Evans T, et al. Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. Lancet 2010 December 04;376(9756):1923-1958.
(2) Paradis E, Whitehead CR. Beyond the Lamppost: A Proposal for a Fourth Wave of Education for Collaboration. Acad Med 2018 October 01;93(10):1457-1463.
(3) Stalmeijer RE, Varpio L. The wolf you feed: Challenging intraprofessional workplace-based education norms. Med Educ 2021 August 01;55(8):894-902.
(4) Gilbert JH, Yan J, Hoffman SJ. A WHO report: framework for action on interprofessional education and collaborative practice. J Allied Health 2010 January 01;39 Suppl 1:196-197.
(5) Reeves S, Pelone F, Harrison R, Goldman J, Zwarenstein M. Interprofessional collaboration to improve professional practice and healthcare outcomes. Cochrane Database Syst Rev 2017 June 22;6(6):CD000072.
(6) Visser CLF, Ket JCF, Croiset G, Kusurkar RA. Perceptions of residents, medical and nursing students about Interprofessional education: a systematic review of the quantitative and qualitative literature. BMC Med Educ 2017 May 03;17(1):77-017.
(7) Dolmans DH, Tigelaar D. Building bridges between theory and practice in medical education using a design-based research approach: AMEE Guide No. 60. Med Teach 2012;34(1):1-10.

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