Interprofessional identity: an ethnography of clinical simulation learning in New Zealand

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dc.contributor.author Cooper-Ioelu, Pauline
dc.contributor.author Jowsey, Tanisha
dc.date.accessioned 2022-02-16T03:20:42Z
dc.date.available 2022-02-16T03:20:42Z
dc.date.issued 2022-12
dc.identifier.citation BMC medical education 22(1):51 21 Jan 2022
dc.identifier.uri https://hdl.handle.net/2292/58203
dc.description.abstract <jats:title>Abstract</jats:title><jats:sec> <jats:title>Background</jats:title> <jats:p>This article explores the experiences of clinical healthcare students on an interprofessional simulation course in Auckland, New Zealand. The four-day course aims to provide a formative learning experience for final year medical, pharmacy, nursing, and paramedicine students. It focuses on building skills in professionalism, communication, leadership and interprofessional safe teamwork through structured learning activities and clinical simulation scenarios.</jats:p> </jats:sec><jats:sec> <jats:title>Methods</jats:title> <jats:p>In 2018, we commenced focused ethnographic research involving participant observation, field notes, interviews, photography and ethnographic film.</jats:p> </jats:sec><jats:sec> <jats:title>Results</jats:title> <jats:p>A total of 112 students participated in this research from the disciplines of medicine (<jats:italic>n</jats:italic> = 53), nursing (<jats:italic>n</jats:italic> = 27), pharmacy (<jats:italic>n</jats:italic> = 17), and paramedicine (<jats:italic>n</jats:italic> = 15). In a revisit to Van Gennep’s (1972) seminal work on liminality, we suggest that the course represents a liminal space where students’ ideas about what it means to be a healthcare ‘professional’ are challenged, disrupted and reconstructed. We observed students emerging from the course with transformed professional and interprofessional identities.</jats:p> </jats:sec><jats:sec> <jats:title>Conclusions</jats:title> <jats:p>We posit that the ritualised and liminal nature of the course plays a role in the development of interprofessional identities by interrupting the reproduction of siloed biomedical culture. Students are challenged to become effective team members alongside other students and experts from other professions. We discuss these findings as they relate to medical and health sciences education.</jats:p> </jats:sec>
dc.language en
dc.publisher Springer Science and Business Media LLC
dc.relation.ispartofseries BMC Medical Education
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher.
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm
dc.rights.uri https://creativecommons.org/licenses/by/4.0/
dc.subject 1117 Public Health and Health Services
dc.subject 1302 Curriculum and Pedagogy
dc.title Interprofessional identity: an ethnography of clinical simulation learning in New Zealand
dc.type Journal Article
dc.identifier.doi 10.1186/s12909-021-03054-3
pubs.issue 1
pubs.volume 22
dc.date.updated 2022-01-25T18:52:14Z
dc.rights.holder Copyright: The author en
pubs.publication-status Published online
dc.rights.accessrights http://purl.org/eprint/accessRights/OpenAccess en
pubs.elements-id 880655
dc.identifier.eissn 1472-6920
pubs.number 51
pubs.online-publication-date 2022-1-21


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