Interprofessional communication (IPC) for medical students: a scoping review
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RESEARCH ARTICLE
Open Access
Interprofessional communication (IPC) for medical students: a scoping review Chermaine Bok1,2, Cheng Han Ng1,2, Jeffery Wei Heng Koh2,3, Zhi Hao Ong1,2, Haziratul Zakirah Binte Ghazali2,4, Lorraine Hui En Tan1,2, Yun Ting Ong1,2, Clarissa Wei Shuen Cheong1,2, Annelissa Mien Chew Chin5, Stephen Mason6 and Lalit Kumar Radha Krishna1,2,6,7,8,9,10*
Abstract Background: 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. Methods: 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 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. Results: 17,809 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. Conclusion: IPC 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. Keywords: Interprofessional communication, Medical education, Undergraduate medical training, Medical students, Communications skills, Medicine
Background Effective interprofessional communication (IPC) between healthcare professionals promotes teamwork, improves patient care and boosts cost efficiency [1, 2]. IPC also encourages open, honest and frank discussions, facilitates negotiations and resolution of conflicts, and promotes * Correspondence: [email protected] 1 Yong Loo Lin School of Medicine, National University of Singapore, 1E Kent Ridge Road, NUHS Tower Block, Level 11, Singapore 119228, Singapore 2 Division of Supportive and Palliative Care, National Cancer Centre Singapore, Level 4, 11 Hospital Drive, Singapore 169610, Singapore Full list of author information is available at the end of the article
shared decision making [3]. These features foster coordinated medical, nursing, social, psychological and financial support by different members of the interprofession
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