Interprofessional communication (IPC) for medical students: a scoping review

BMC Medical Education

Jeffery Wei Heng Koh¹  Haziratul Zakirah Binte Ghazali²  Annelissa Mien Chew Chin³  Stephen Mason⁴  Cheng Han Ng⁵  Clarissa Wei Shuen Cheong⁵  Lorraine Hui En Tan⁵  Yun Ting Ong⁵  Chermaine Bok⁵  Zhi Hao Ong⁵  Lalit Kumar Radha Krishna⁶ 

[1] Division of Supportive and Palliative Care, National Cancer Centre Singapore, Level 4, 11 Hospital Drive, 169610, Singapore, Singapore;Department of Pharmacy, Faculty of Science, National University of Singapore, Block S4A, Level 3, 18 Science Drive 4, 117543, Singapore, Singapore;Division of Supportive and Palliative Care, National Cancer Centre Singapore, Level 4, 11 Hospital Drive, 169610, Singapore, Singapore;School of Life Science and Chemical Technology, Ngee Ann Polytechnic, 535 Clementi Road, 599489, Singapore, Singapore;Medical Library, National University of Singapore Libraries, Centre for Translational Medicine, National University of Singapore, Blk MD6, 14 Medical Drive, #05-01, 11759, Singapore, Singapore;Palliative Care Institute Liverpool, Academic Palliative & End of Life Care Centre, Cancer Research Centre, University of Liverpool, 200 London Road, L3 9TA, Liverpool, UK;Yong Loo Lin School of Medicine, National University of Singapore, 1E Kent Ridge Road, NUHS Tower Block, Level 11, 119228, Singapore, Singapore;Division of Supportive and Palliative Care, National Cancer Centre Singapore, Level 4, 11 Hospital Drive, 169610, Singapore, Singapore;Yong Loo Lin School of Medicine, National University of Singapore, 1E Kent Ridge Road, NUHS Tower Block, Level 11, 119228, Singapore, Singapore;Division of Supportive and Palliative Care, National Cancer Centre Singapore, Level 4, 11 Hospital Drive, 169610, Singapore, Singapore;Palliative Care Institute Liverpool, Academic Palliative & End of Life Care Centre, Cancer Research Centre, University of Liverpool, 200 London Road, L3 9TA, Liverpool, UK;Centre for Biomedical Ethics, National University of Singapore, Blk MD11, 10 Medical Drive, #02-03, 117597, Singapore, Singapore;Duke-NUS Graduate Medical School, 8 College Road, 169857, Singapore, Singapore;Division of Cancer Education, National Cancer Centre Singapore, Level 4, 11 Hospital Drive, 169610, Singapore, Singapore;PalC, The Palliative Care Centre for Excellence in Research and Education, PalC c/o Dover Park Hospice, 10 Jalan Tan Tock Seng, 308436, Singapore, Singapore;

关键词: Interprofessional communication;    Medical education;    Undergraduate medical training;    Medical students;    Communications skills;    Medicine;   

DOI  :  10.1186/s12909-020-02296-x

来源: Springer

【 摘 要 】

BackgroundEffective 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.MethodsKrishna’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 December 2018 in PubMed, ScienceDirect, JSTOR, Google Scholar, ERIC, Embase, Scopus and PsycINFO. The data accrued was independently analysed using thematic and content analysis to enhance the reproducibility and transparency of this SEBA guided review.Results17,809 titles and abstracts were found, 250 full-text articles were reviewed and 73 full text articles were included. Directed Content analysis revealed 4 categories corresponding to the levels of the Miller’s Pyramid whilst thematic analysis revealed 5 themes including the indications, stages of trainings and evaluations, content, challenges and outcomes of IPC training. Many longitudinal programs were designed around the levels of Miller’s Pyramid.ConclusionIPC training is a stage-wise, competency-based learning process that pivots on a learner-centric spiralled curriculum. Progress from one stage to the next requires attainment of the particular competencies within each stage of the training process. Whilst further studies into the dynamics of IPC interactions, assessment methods and structuring of these programs are required, we forward an evidenced based framework to guide design of future IPC programs.

【 授权许可】

CC BY