Interprofessional communication (IPC) for medical students: a scoping review.
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ABSTRACT:
SUBMITTER: Bok C
PROVIDER: S-EPMC7574565 | biostudies-literature | 2020 Oct
REPOSITORIES: biostudies-literature
Publications
Interprofessional communication (IPC) for medical students: a scoping review.
Bok Chermaine C Ng Cheng Han CH Koh Jeffery Wei Heng JWH Ong Zhi Hao ZH Ghazali Haziratul Zakirah Binte HZB Tan Lorraine Hui En LHE Ong Yun Ting YT Cheong Clarissa Wei Shuen CWS Chin Annelissa Mien Chew AMC Mason Stephen S Krishna Lalit Kumar Radha LKR
BMC medical education 20201016 1
<h4>Background</h4>Effective Interprofessional Communication (IPC) between healthcare professionals enhances teamwork and improves patient care. Yet IPC training remains poorly structured in medical schools. To address this gap, a scoping review is proposed to study current IPC training approaches in medical schools.<h4>Methods</h4>Krishna's Systematic Evidence Based Approach (SEBA) was used to guide a scoping review of IPC training for medical students published between 1 January 2000 to 31 Dec ...[more]
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Project description:PurposeInterprofessional communication skills are an essential competency for medical students training to be physicians. Nevertheless, interprofessional education (IPE) is relatively rare in Korean medical schools compared with those overseas. We attempted to evaluate the effectiveness of the first IPE program in our school.MethodsIn the first semester of the school year 2018, third-grade medical students (N=149) at the Seoul National University College of Medicine participated in 'communication between healthcare professionals in the clinical field' training, which consisted of small group discussions and role-play. To evaluate the effectiveness of this training, we conducted pre- and post-training questionnaire surveys. Comparing paired t-tests, we evaluated the students' competency in interpersonal communication and their attitude towards the importance of IPE before and after the training. The Global Interpersonal Communication Competence Scale (GICC-15) was used to evaluate competency in interpersonal communication.ResultsOut of 149 students, 144 completed the pre- and post-training questionnaires. The total GICC-15 scores before and after training were 55.60±6.94 (mean±standard deviation) and 58.89±7.34, respectively (p=0.000). All subcategory scores of GICC-15 after training were higher after training and were statistically significant (p<0.05), except for two subcategories. The importance of IPE score also improved after training but was not significant (p=0.159). The appropriateness of content and training method scores were 3.99±0.92 and 3.94±1.00, respectively.ConclusionFrom the results, our school's IPE program demonstrated a positive overall educational effect. Deployment of systematic and varied IPE courses is expected in the future, with more longitudinal evaluation of educational effect.
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