Exploring residents’ spontaneous collaborative skills in a simulated setting context: an exploratory study on CanMEDS collaborator role
Authors Ouellet K, Sabbagh R, Bergeron L, Mayer S, St-Onge C
Received 2 December 2015
Accepted for publication 9 March 2016
Published 21 July 2016 Volume 2016:7 Pages 401—405
Checked for plagiarism Yes
Review by Single-blind
Peer reviewers approved by Dr Robert Robinson
Peer reviewer comments 2
Editor who approved publication: Dr Anwarul Azim Majumder
Kathleen Ouellet,1 Robert Sabbagh,2 Linda Bergeron,3 Sandeep Kumar Mayer,2 Christina St-Onge4
1Center for Health Profession Education, Faculty of Medicine and Health Sciences, Université de Sherbrooke, 2Department of Surgery, Faculty of Medicine and Health Sciences, Université de Sherbrooke, 3Research Chair in Medical Education, Paul Grand’Maison of the Société des médecins, Université de Sherbrooke, 4Department of Medicine, Faculty of Medicine and Health Sciences, Université de Sherbrooke, Sherbrooke, Québec, Canada
Background: Collaboration is an important competence to be acquired by residents. Although improving residents’ collaboration via interprofessional education has been investigated in many studies, little is known about the residents’ spontaneous collaborative behavior. The purpose of this exploratory study was to describe how residents spontaneously collaborate.
Methods: Seven first-year residents (postgraduate year 1; three from family medicine and one each from ear, nose, and throat, obstetrics/gynecology, general surgery, and orthopedic surgery) participated in two collaborative meetings with actors performing the part of other health professionals (ie, occupational therapist, physiotherapist, nurse, or social worker). Both meetings were built around an issue or conflict with the patients’ families reported by one professional. The residents were required to lead the meeting to collect proper information to reach a joint decision. Two team members analyzed the video recordings of the meetings using an emerging-theme qualitative methodology.
Results: Although the residents spontaneously knew how to successfully communicate with other professionals, they seemed to struggle with the patient-centered approach and the shared decision-making process.
Discussion: Even if the residents performed communication-wise in their collaborative role, they seemed to have perceived themselves as decision makers instead of collaborators in the joint decision process. The results of this study can inform future studies on learning strategies to improve behaviors that would more likely need attention in interprofessional education.
Keywords: interprofessional education, IPE, communication, collaboration
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