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Critchley S1
1University of Liverpool, Liverpool, United Kingdom
Background: Interprofessional Collaborative Practice (ICP) positively impacts healthcare. The World Health Organisation drives a redesign of healthcare education to promote better ICP and teamwork in the clinical setting and The General Medical Council endorses cultivating interprofessional skills during pre-registration medical training. However, the features of practice-based medical education that can facilitate both interprofessional behaviour and clinical skills are unclear.
Purpose: At the University of Liverpool, a medical undergraduate practice placement is situated within an authentic interprofessional collaborative orthopaedic Community of Practice, where Extended Scope Physiotherapists (ESPs) lead clinical supervision. Formal placement evaluation and anecdotal evidence indicate that students significantly value this experience but a more detailed exploration was important to generate an understanding of the impact of non-medical clinical supervision within the context of an existing ICP model, adding to the clinical education evidence base.
Methods: Applying a qualitative approach, nine University of Liverpool second-year medical students who had attended the placement participated in semi-structured interviews about their experiential learning. Thematic Content Analysis was applied to the data, using NVivo 10 QSR International qualitative data analysis software to facilitate the analytical process.
Results: Three main themes emerged, Environment, Patient as Focus and Supervisor Behaviours. To develop interprofessional behaviour and clinical skill, a busy environment which models effective interprofessional behaviour is important. All available professions should contribute to learning by involving students in suitably challenging patient-centred tasks. The supervisors should act as facilitators but demonstrate a sound understanding of the clinical specialism, as well as the medical model of education.
Conclusion(s): Physiotherapy supervisors were strongly supported in an educational role and were viewed by second-year medical students to have equivalent collaborative power to orthopaedic doctors in a Community of Practice model.
Implications: This study reveals the emergent interprofessional educational skills of Advanced Practice Physiotherapists and has implications for formally developing these skills. In particular, it demonstrates the compatibility of orthopaedic Advanced Practice Physiotherapists with the medical model of education.This impact can be translated to the delivery of other medical placements and influence the available learning experiences. Future studies could explore the Community of Practice model to guide the description and evaluation of other interprofessional placements across a varirty of professions.
Keywords: Musculoskeletal, Interprofessional, Education
Funding acknowledgements: There was no external funding received.
Purpose: At the University of Liverpool, a medical undergraduate practice placement is situated within an authentic interprofessional collaborative orthopaedic Community of Practice, where Extended Scope Physiotherapists (ESPs) lead clinical supervision. Formal placement evaluation and anecdotal evidence indicate that students significantly value this experience but a more detailed exploration was important to generate an understanding of the impact of non-medical clinical supervision within the context of an existing ICP model, adding to the clinical education evidence base.
Methods: Applying a qualitative approach, nine University of Liverpool second-year medical students who had attended the placement participated in semi-structured interviews about their experiential learning. Thematic Content Analysis was applied to the data, using NVivo 10 QSR International qualitative data analysis software to facilitate the analytical process.
Results: Three main themes emerged, Environment, Patient as Focus and Supervisor Behaviours. To develop interprofessional behaviour and clinical skill, a busy environment which models effective interprofessional behaviour is important. All available professions should contribute to learning by involving students in suitably challenging patient-centred tasks. The supervisors should act as facilitators but demonstrate a sound understanding of the clinical specialism, as well as the medical model of education.
Conclusion(s): Physiotherapy supervisors were strongly supported in an educational role and were viewed by second-year medical students to have equivalent collaborative power to orthopaedic doctors in a Community of Practice model.
Implications: This study reveals the emergent interprofessional educational skills of Advanced Practice Physiotherapists and has implications for formally developing these skills. In particular, it demonstrates the compatibility of orthopaedic Advanced Practice Physiotherapists with the medical model of education.This impact can be translated to the delivery of other medical placements and influence the available learning experiences. Future studies could explore the Community of Practice model to guide the description and evaluation of other interprofessional placements across a varirty of professions.
Keywords: Musculoskeletal, Interprofessional, Education
Funding acknowledgements: There was no external funding received.
Topic: Education; Orthopaedics; Service delivery/emerging roles
Ethics approval required: Yes
Institution: University of Liverpool
Ethics committee: Health and Life Sciences Committee on Research Ethics
Ethics number: 1421
All authors, affiliations and abstracts have been published as submitted.
