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Insights of undergraduate health sciences students about a French interprofessional training initiative

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Title: Insights of undergraduate health sciences students about a French interprofessional training initiative
Authors: Mélanie Gaillet, Patrice François, Guillaume Fond, Rebecca Shankland, Maria de Fatima Novais, Julien Provost, Marie Herr, Laurent Boyer, Bastien Boussat
Source: BMC Medical Education, Vol 24, Iss 1, Pp 1-9 (2024)
Publisher Information: BMC, 2024.
Publication Year: 2024
Collection: LCC:Special aspects of education
LCC:Medicine
Subject Terms: Interprofessional education, Undergraduate students, Primary prevention, Health promotion, Public health service, Special aspects of education, LC8-6691, Medicine
More Details: Abstract Background Incorporating interprofessional collaboration within healthcare is critical to delivery of patient-centered care. Interprofessional Education (IPE) programs are key to promoting such collaboration. The ‘Public Health Service' (PHS) in France is a mandatory IPE initiative that embodies this collaborative spirit, bringing together students from varied health undergraduate training programs—nursing, physiotherapy, pharmacy, midwifery, and medicine— in a common training program focused on primary prevention. The aim of the study was to assess the experience and attitudes of students in the five health training programs regarding the interest of IPEs in the PHS. Methods A cross-sectional survey was administered to 823 students from the 2022–2023 cohort at a French university. The questionnaire was designed with 12 Likert-scale questions specifically created to evaluate the students' experiences, knowledge, and attitudes focused on IPE during the practical seminars, school interventions, and the overall PHS. Additionally, an open-ended question was utilized to gather qualitative data. Statistical analyses assessed satisfaction levels across undergraduate training programs, while thematic analysis was applied to the qualitative responses. Results Within the surveyed cohort, 344 students responded to the survey. The findings showed that students were satisfied with the interprofessional collaboration, both in practical teaching sessions (75% satisfaction) and in primary prevention projects conducted in schools (70% satisfaction), despite their having faced challenges with coordination. Pharmacy students, in particular, highlighted the need for adjustments in program scheduling. The qualitative feedback underscored the positive value of IPE, notwithstanding the organizational difficulties stemming from different academic timetables. Conclusion The student feedback indicated a high level of satisfaction with the interprofessional work carried out in both the practical teaching and the primary prevention projects. To further enhance the educational impact and address the scheduling complexities, it is recommended that program refinements be made based on student feedback and pedagogical best practices.
Document Type: article
File Description: electronic resource
Language: English
ISSN: 1472-6920
Relation: https://doaj.org/toc/1472-6920
DOI: 10.1186/s12909-024-05212-9
Access URL: https://doaj.org/article/743b246b60b047e8b2d06b1d68336612
Accession Number: edsdoj.743b246b60b047e8b2d06b1d68336612
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  Data: <searchLink fieldCode="AR" term="%22Mélanie+Gaillet%22">Mélanie Gaillet</searchLink><br /><searchLink fieldCode="AR" term="%22Patrice+François%22">Patrice François</searchLink><br /><searchLink fieldCode="AR" term="%22Guillaume+Fond%22">Guillaume Fond</searchLink><br /><searchLink fieldCode="AR" term="%22Rebecca+Shankland%22">Rebecca Shankland</searchLink><br /><searchLink fieldCode="AR" term="%22Maria+de+Fatima+Novais%22">Maria de Fatima Novais</searchLink><br /><searchLink fieldCode="AR" term="%22Julien+Provost%22">Julien Provost</searchLink><br /><searchLink fieldCode="AR" term="%22Marie+Herr%22">Marie Herr</searchLink><br /><searchLink fieldCode="AR" term="%22Laurent+Boyer%22">Laurent Boyer</searchLink><br /><searchLink fieldCode="AR" term="%22Bastien+Boussat%22">Bastien Boussat</searchLink>
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  Data: BMC Medical Education, Vol 24, Iss 1, Pp 1-9 (2024)
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  Data: <searchLink fieldCode="DE" term="%22Interprofessional+education%22">Interprofessional education</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+students%22">Undergraduate students</searchLink><br /><searchLink fieldCode="DE" term="%22Primary+prevention%22">Primary prevention</searchLink><br /><searchLink fieldCode="DE" term="%22Health+promotion%22">Health promotion</searchLink><br /><searchLink fieldCode="DE" term="%22Public+health+service%22">Public health service</searchLink><br /><searchLink fieldCode="DE" term="%22Special+aspects+of+education%22">Special aspects of education</searchLink><br /><searchLink fieldCode="DE" term="%22LC8-6691%22">LC8-6691</searchLink><br /><searchLink fieldCode="DE" term="%22Medicine%22">Medicine</searchLink>
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  Data: Abstract Background Incorporating interprofessional collaboration within healthcare is critical to delivery of patient-centered care. Interprofessional Education (IPE) programs are key to promoting such collaboration. The ‘Public Health Service' (PHS) in France is a mandatory IPE initiative that embodies this collaborative spirit, bringing together students from varied health undergraduate training programs—nursing, physiotherapy, pharmacy, midwifery, and medicine— in a common training program focused on primary prevention. The aim of the study was to assess the experience and attitudes of students in the five health training programs regarding the interest of IPEs in the PHS. Methods A cross-sectional survey was administered to 823 students from the 2022–2023 cohort at a French university. The questionnaire was designed with 12 Likert-scale questions specifically created to evaluate the students' experiences, knowledge, and attitudes focused on IPE during the practical seminars, school interventions, and the overall PHS. Additionally, an open-ended question was utilized to gather qualitative data. Statistical analyses assessed satisfaction levels across undergraduate training programs, while thematic analysis was applied to the qualitative responses. Results Within the surveyed cohort, 344 students responded to the survey. The findings showed that students were satisfied with the interprofessional collaboration, both in practical teaching sessions (75% satisfaction) and in primary prevention projects conducted in schools (70% satisfaction), despite their having faced challenges with coordination. Pharmacy students, in particular, highlighted the need for adjustments in program scheduling. The qualitative feedback underscored the positive value of IPE, notwithstanding the organizational difficulties stemming from different academic timetables. Conclusion The student feedback indicated a high level of satisfaction with the interprofessional work carried out in both the practical teaching and the primary prevention projects. To further enhance the educational impact and address the scheduling complexities, it is recommended that program refinements be made based on student feedback and pedagogical best practices.
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