A Longitudinal Integrated Clerkship Exercise in Interprofessional Education – A Quantitative Analysis

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Schwartz, Paul Ko, Stephanie Freed, Neelum Safdar, and 3 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-5045526/v1 This work is licensed under a CC BY 4.0 License Status: Published Journal Publication published 01 Feb, 2025 Read the published version in BMC Medical Education → Version 1 posted 4 You are reading this latest preprint version Abstract Purpose : Medical students must function within an interprofessional team to provide effective, patient-centered care. Indiana University School of Medicine (IUSM) integrated an interprofessional exercise into each clerkship to improve understanding of each professional’s contribution to patient care. Methods : Between 2022-2023, IUSM medical students interviewed a healthcare professional engaged in the care of a mutual patient, answered questions, and evaluated the experience. Students interviewed a different professional in each clerkship to broaden their exposure. Results : 3088 encounters occurred, 67.5% at the Indianapolis campus and 32.5% at regional campuses. 82.6 – 94.5% of students agreed or strongly agreed that the exercise aided their understanding of the benefits of an interprofessional team to patient care, that they understood when participation of the specific healthcare professional would benefit their patient, that the experience contributed to their understanding of the role of that profession within the healthcare team, that their confidence in engaging other healthcare professionals on the health care team improved, and that the experience aided in understanding of their own role as a member of the health care team. Conclusion : This exercise was easy to implement across a multi-campus system and improved student satisfaction and comprehension of the interprofessional team and indications for their engagement in patient care. interprofessional education IPE clerkship clinical medical education med ed interprofessional education Indiana University School of Medicine medical student Figures Figure 1 INTRODUCTION Medical education’s three-legged stool includes the classic foundational and clinical science curricula, and health systems science. Effective and successful physicians must be able to function within complicated healthcare systems as members of a health care team. Thus, preparation for that role with high quality interprofessional education (IPE) is of increasing importance. No matter what clinical context is considered, there are many interactions and handoffs between members of various healthcare professions that occur in the care of the individual patient 1 . To facilitate effective patient-centered care, healthcare team members must understand the roles and responsibilities of other professions. Enabling the creation of highly functioning collaborative health care teams built on mutual understanding, trust, and respect, may yield improved health care outcomes for individuals and communities 2-6 . BACKGROUND In US schools of medicine, IPE has classically been taught in the foundational curricula through classroom interactions and simulations. These exercises foster interprofessional familiarity and some understanding of team learning and collaboration. They are administratively challenging because of differences in daily schedules, academic calendars, and curricular structures among different health professions programs. The careful coordination and staffing needed may be costly 4,6-13 . Additionally, these events in isolation may result in the perception that IPE only occurs in these artificial settings, rather than organically in clinical environments. Other strategies utilized have included shadowing experiences for pre-clerkship students so that they can witness the scope of practice while engaged in clinical care. Within the clerkship environment, isolated exercises have been created within select rotations. Rarely do these experiences span the entire clerkship year in a longitudinal fashion 3,14-23 . During the past 15 years as faculty worked to introduce and optimize IPE in medical schools, medical student satisfaction has been mixed. Early on, they expressed dissatisfaction with lectures and large-scale “one-off” activities that were outside the core medical education curriculum and were seen as artificial 24 . In the last five years, student satisfaction has improved with the introduction of active learning, hybrid models, and small group activities, in particular those at the bedside with other health professions students or professionals 5,25,26 . Indiana University School of Medicine (IUSM) is a nine-campus system with approximately 365 students per class, the largest allopathic medical school in the United States. All four years of the medical school curriculum are offered at all locations. The IUSM IPE curriculum has been a cornerstone of the foundational years’ curriculum, including an immersive experience immediately prior to the clerkship phase, working with students from a variety of disciplines and incorporating the core Interprofessional Education Collaborative (IPEC) competencies. Medical students meet with their student colleagues from other health professions to collectively discharge a standardized patient. However, the coordination of the event is arduous across a multi-campus system and necessitates individualization at each campus to align with available healthcare professions or students. The core curriculum previously did not provide a formal IPE exercise within the clerkships, although students were exposed to multiple healthcare professions while performing their clinical duties. The third-year clerkship phase of training at IUSM includes the following eight required rotations: Family Medicine; Internal Medicine; Neurology; Obstetrics and Gynecology; Pediatrics; Psychiatry; Surgery; and Anesthesiology. The fourth-year program includes an Emergency Medicine clerkship. IUSM undertook a pilot IPE exercise that could be integrated into each clerkship for all the students. With the integration across core clinical experiences, IUSM hoped to provide a deeper appreciation and understanding of interprofessional care. The specific goals were to expose students to multiple different healthcare professionals, to foster an understanding of the roles of each professional’s contribution to patient care, to comprehend the benefits of an interprofessional care team to patient care, to improve the student’s confidence in engaging with other professionals on the healthcare team, to foster understanding of the medical student role on the team, and that the exercise feature a patient for whom the student provided care during the rotation. METHODS An interprofessional exercise was adopted for a pilot program at IUSM that had been previously developed and piloted by two of the authors (PMW, RP) at another medical school. The specific program objectives were modified to align with the institutional learning objectives of IUSM and to reflect the multiple professions integrated into the healthcare teams at the various healthcare centers throughout IUSM. To capture campus and clerkship specificity, these questions were added to the exercise. All students were required to complete the IPE exercise in each of the year 3 and 4 clerkships. The students were instructed to interview a healthcare team member who was actively involved in the care of one of the student’s patients during clerkship. The interview was organized into two components, with guided questions provided to facilitate the conversation. The students first asked about the shared patient, including determining the most important issues from the other healthcare professional’s perspective as well as the findings and recommendations made for the patient. The second component focused on fostering further understanding of the profession such as their motivation for career selection, the educational requirements and scope of practice. Students were asked to interview an individual from a different healthcare profession during each clerkship to ensure a greater breadth of learning. Following the interview, students answered nine questions capturing the discussion and then six multiple-choice questions to evaluate the exercise (Table 1). They also completed a brief reflection on the following prompt: How do you think this healthcare professional improved patient care, the patient experience, and/or potentially patient outcomes? The estimated time to complete the written assignment was 10 minutes. The assignment was placed on the Canvas Learning Management System® within each clerkship’s specific site. It was listed as a mandatory element and delivered through the quiz feature so that student responses could be collated and analyzed. With the approval of the school’s curriculum committee, the IPE exercise was initiated in all clerkships on May 8, 2022, at the beginning of the 2022-2023 academic year as a required component of the curriculum. The assignment data analyzed consisted of results from May 8, 2022, through April 25, 2023. All submissions during that period were included in the data analysis. The assignment data was extracted and de-identified from each clerkship’s specific site from the Canvas Learning Management System ® and was imported into JMP Statistical Software ® and Microsoft Power BI ® and analyzed. The “Other” selection for healthcare professional category was collated and all technicians were then placed in one category. RESULTS From May 8, 2022, through April 25, 2023, 3088 submissions across the Year 3 and Year 4 clerkships were collected (Table 2). The average number of submissions per clerkship was 343 (range: 293-362) with differences attributable to scheduled student enrollment. 67.5% of the submitted experiences were in Indianapolis (at the main campus) and 32.5% were at regional campuses. As displayed in Table 2, the greatest number of interactions occurred with registered nurses and licensed practical nurses with 668 (22%) encounters followed by pharmacists with 291 (9%) encounters, and nurse practitioners with 277 (9%) and medical assistants with 276 (9%) encounters. The “Other” category was selected in 199 (6.4%) encounters with the technician selection occurring in 64 (32%) of those cases. Table 3 lists the top three healthcare professions encountered in each clerkship. Of note, in obstetrics and gynecology and neurology, the “Other” designation was the third most utilized category. The main identified professions for “Other” in obstetrics and gynecology included administrators, doulas, child life specialists, medical interpreters, and ultrasound technicians. The main identified professions of “Other” for Neurology consisted of a variety of professionals including occupational therapists, technicians, administrators, medical scribes, and art therapists. Students evaluated the program very highly. As shown in Figure 1, 85.4% agreed or strongly agreed that the experience aided their understanding of the benefits of an interprofessional team to patient care. 94.4% agreed or strongly agreed that they understood when participation of the specific health care professional would benefit their patient. 85.7% of students agreed or strongly agreed that the experience contributed to their understanding of the role of that profession within the healthcare team. 82.6% agreed or strongly agreed that their confidence in engaging other healthcare professionals on the health care team improved. 83.2% agreed or strongly agreed that the experience aided in their understanding of the medical student role as a member of the health care team. Confirming that students followed instructions most of the time regarding a discussion surrounding one of their actual patients, 94.4% agreed or strongly agreed that the experience was centered on the care of at least one of the student’s patients. 88.3% of the encounters were with health care professionals, 4.2% occurred with students in other healthcare professions, and 7.5% involved both a professional and a student. Students performed the exercise in all clinical environments. As shown in Table 2, 69% of the encounters occurred in the inpatient setting and 31% occurred in the outpatient environment. The most common profession encountered in the inpatient setting was an RN or LPN (22.6% of inpatient encounters) and the most common in outpatient was a medical assistant (27.8% of outpatient encounters). DISCUSSION Interprofessional Education is a cornerstone of patient centered care. Many educational exercises utilize simulated activities during the pre-clinical years of instruction, often with students of other healthcare professions 5 , 10 , 14 , 27 – 29 . These types of offerings require the coordination of multiple schedules and are more complex in a multi-campus model. Students also prefer experiences that are integrated into their clinical learning rather than simulated or one-off experiences 30 – 32 . Our goal was to engage students in an activity that centered around one of their own patients in their clinical environment. We hoped that this approach would deepen the understanding of colleagues in other health professions in a patient-centered framework. Experiencing the exercise in each clerkship permitted medical students to see the types of interprofessional teams across different specialties and the breadth of expertise needed to successfully care for patients. Our study is the first to demonstrate the types of interprofessional encounters across clerkships and shows the expansive list of professions with whom students engage on a regular basis 3 , 33 – 36 . Our data indicate that the exercise was highly successful in meeting its goals. Most students felt that their understanding of how an interprofessional team benefits patients had improved. But perhaps more importantly, they understood when the participation of the specific healthcare professional would potentially benefit their patient. We hypothesize that this will lead to better integration of the interprofessional team in the future and facilitating their selection of the appropriate team member for their specific patient. Their confidence in engaging the IPE team also improved as did their understanding of their own role in the healthcare team. We surmise that this is potentially highly meaningful at this stage, given that their consultation skills are at the novice level. Additionally, because the definition of their role within the traditional third and fourth years of medical school is one that is continuously evolving over time, this exercise likely solidified their comprehension of their role and contribution to patient care. CONCLUSION This interprofessional exercise was easy to integrate across a large 9-campus system and required limited resources. It was simple to implement during clinical duties in both inpatient and outpatient settings. The assignment was not burdensome to faculty or clerkship staff. This is a novel IPE clinical learning experience that positively impacted students and furthered their understanding of multiple healthcare professions across different clerkships. This was achieved within the context of daily clinical care. Further data analysis of the qualitative content will be needed to glean the common themes within their reflections. Additional data analysis across multiple regional campuses will also be undertaken. These students engaged with multiple healthcare professionals within the mandatory clerkship experiences spanning their third and fourth year. This increased exposure has been impactful in furthering medical students’ understanding of the importance of patient-centered inter-professional care. Declarations Funding: There is no funding to declare Author Contribution All authors contributed to the conceptualization of the study, and the review and editing of the manuscript. SF and NS completed the data collection and SF completed the initial analysis and interpretation of the data. JS and SF primarily wrote the main manuscript with contributions from PK, MC and PW. Acknowledgement Acknowledgements: Deborah R. Birnbaum for proofreading and managing the final draft of this manuscript Data Availability Data is provided within the manuscript or supplementary information files References Skochelak SE, Hammoud MM, Lomis KD, et al, eds. Health Systems Science . 2nd ed. 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(outpatient, inpatient) Which type of health care professional/health profession student did you interview? If “Other” was selected for the question above, please indicate which type of health care professional/health profession student was interviewed. Did you interact with a student studying that profession or a healthcare professional? Reflection: How do you think this healthcare professional improved patient care, the patient experience, and/or potentially patient outcomes? (Minimum 1-2 paragraph response required) Scope of IPE Team: Please recall all the health care professionals who were involved in the care of your patient (identify as many as you can recall). For each of the following items, indicate your agreement using the 5-point Likert scale (strongly disagree to strongly agree) This experience has contributed to my understanding of the role of this profession as part of the health care team. I understand when participation by this health professional would potentially benefit my patient. This experience aided my understanding of the benefits of an interprofessional care team to patient care. As a result of this experience, my confidence in engaging other professionals on the health care team improved. This experience aided in my understanding of my role as a member of the health care team. This experience was centered on the care of at least one of my patients. Table 2 This figure shows the count and percentage of interactions for each type of healthcare professional in inpatient and outpatient settings. This figure also shows the total count and % of interactions with each healthcare professional based on the total interactions. This figure shows that the majority of the student interactions with other healthcare professionals occurred in an inpatient setting (69% Inpatient; 31% Outpatient). (Overall N= 3,088; Inpatient N= 2,121; Outpatient N= 967) Type of healthcare professional/health profession student Inpatient Setting Interactions (Count/%) Outpatient Setting Interactions (Count/%) Total Interactions (Count/%) Nurse – LPN or RN 481 (72%) 187 (28%) 668 (22%) Pharmacist 237 (82%) 54 (19%) 291 (9%) Nurse Practitioner (NP) 155 (56%) 122 (44%) 277 (9%) Medical Assistant (MA) 7 (3%) 269 (97%) 276 (9%) Social Worker 228 (87%) 33 (13%) 261 (8%) Other 123 (61.8%) 76 (38.2%) 199 (6.4%) Surgical Scrub Technician 156 (82%) 35 (18%) 191 (6%) Physician's Assistant (PA) 123 (69%) 56 (31%) 179 (6%) Anesthetist – CAA or CRNA 142 (85%) 25 (15%) 167 (5%) Dietician 74 (83%) 15 (17%) 89 (3%) Respiratory Therapist 76 (92%) 7 (8%) 83 (3%) Physical Therapist 62 (91.2%) 6 (8.8%) 68 (2.2%) Midwife 44 (88%) 6 (12%) 50 (2%) Speech Pathologist 40 (89%) 5 (11%) 45 (1%) Behavioral Therapist 33 (79%) 9 (21%) 42 (1%) Psychologist 22 (58%) 16 (42%) 38 (1%) Chaplain 30 (88%) 4 (12%) 34 (1%) ORA – operating room assistant 26 (93%) 2 (7%) 28 (1%) Genetic Counselor 3 (12%) 23 (88%) 26 (1%) Lactation Consultant 21 (87.5%) 3 (12.5%) 24 (1%) Emergency Medical Technician 16 (84%) 3 (16%) 19 (1%) Dentist 10 (53%) 9 (48%) 19 (1%) PCA – patient care assistant 12 (86%) 2 (14%) 14 (0.5%) Total 2121 (69%) 967 (31%) 3088 Table 3 Top three interactions with healthcare professionals/health profession students per Clerkship. The number of students (N) and the % total are indicated for each healthcare professional/health profession student. “Other” for Neurology consisted of a variety of professionals including occupational therapists, technicians, administrators, sales representatives, medical scribes, and art therapists. “Other” for OB/GYN consisted of a variety of professionals including administrators, doulas, child life specialists, medical interpreters, and ultrasound technicians. Clerkship Professional with Highest Interaction Professional with Second Highest Interaction Professional with Third Highest Interaction Anesthesia Anesthetist – CAA or CRNA (N=136; 38%) Nurse – LPN or RN (N=92; 26%) Surgical Scrub Technician (N=54; 15%) Family Medicine Medical Assistant (MA) (N=197; 55%) Nurse – LPN or RN (N=59; 17%) Pharmacist (N=29; 8%) Internal Medicine Pharmacist (N=131; 38%) Nurse – LPN or RN (N=62; 18%) Social Worker (N=33; 10%) Neurology Nurse Practitioner (NP) (N=96; 27%) Nurse – LPN or RN (N=77; 22%) Other* (N=35; 10%) Obstetrics and Gynecology Nurse – LPN or RN (N=85; 29%) Midwife (N=49; 17%) Other* (N=38; 13%) Pediatrics Dietician (N=70; 20%) Pharmacist (N=63; 18%) Nurse – LPN or RN (N=58; 17%) Psychiatry Social Worker (N=158; 44%) Physician’s Assistant (PA) (N=38; 11%) Behavioral Therapist (N=36; 10%) Surgery Surgical scrub technician (N=103; 33%) Nurse Practitioner (NP) (N=53; 17%) Nurse – LPN or RN (N=45; 14%) Emergency Medicine Nurse – LPN or RN (N=156; 43%) Physician’s Assistant (PA) (N=46; 13%) Pharmacist (N=36; 10%) Additional Declarations No competing interests reported. Cite Share Download PDF Status: Published Journal Publication published 01 Feb, 2025 Read the published version in BMC Medical Education → Version 1 posted Editorial decision: Revision requested 12 Sep, 2024 Editor assigned by journal 11 Sep, 2024 Submission checks completed at journal 11 Sep, 2024 First submitted to journal 06 Sep, 2024 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. 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Schwartz","email":"","orcid":"","institution":"Indiana University School of Medicine","correspondingAuthor":false,"prefix":"","firstName":"Jennifer","middleName":"E.","lastName":"Schwartz","suffix":""},{"id":352900246,"identity":"1ff8b66f-a652-4014-94af-baefc87c3566","order_by":1,"name":"Paul Ko","email":"","orcid":"","institution":"Indiana University School of Medicine","correspondingAuthor":false,"prefix":"","firstName":"Paul","middleName":"","lastName":"Ko","suffix":""},{"id":352900247,"identity":"b42cfa9b-49c7-416f-991a-befde9c48d62","order_by":2,"name":"Stephanie Freed","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAAtUlEQVRIiWNgGAWjYHACNiBmTuBnhrGJ0ADRItlMshaDA8RqkZ/ffOxxRY11nvFxHgOGD2WHCWsxOMaWbnjmWHqx2WEeA8YZ54jRwsZjJtnAdjhxG1ALM28bEVrk2/i/STb8O5y4uRmo5S8xWhiO8bBJNrYdTtzADNTCSIwWg2Np5oaNfenFEofZCg72nEsnwmHNh589bPhmncfff3jjgx9l1kQ4DBkcIFH9KBgFo2AUjAJcAABIczcklBE17wAAAABJRU5ErkJggg==","orcid":"","institution":"Indiana University School of Medicine","correspondingAuthor":true,"prefix":"","firstName":"Stephanie","middleName":"","lastName":"Freed","suffix":""},{"id":352900248,"identity":"ab0a15ae-3bed-431b-9fef-64c7334fc647","order_by":3,"name":"Neelum Safdar","email":"","orcid":"","institution":"Indiana University School of Medicine","correspondingAuthor":false,"prefix":"","firstName":"Neelum","middleName":"","lastName":"Safdar","suffix":""},{"id":352900249,"identity":"06ed44d0-3c16-45ee-a2f9-c46ec9716cf4","order_by":4,"name":"Megan Christman","email":"","orcid":"","institution":"Indiana University School of Medicine","correspondingAuthor":false,"prefix":"","firstName":"Megan","middleName":"","lastName":"Christman","suffix":""},{"id":352900250,"identity":"c32ccde7-753b-445c-8e5b-ea7ec3c88a5b","order_by":5,"name":"Renee Page","email":"","orcid":"","institution":"WellStar Health System","correspondingAuthor":false,"prefix":"","firstName":"Renee","middleName":"","lastName":"Page","suffix":""},{"id":352900251,"identity":"5089db9e-ca9c-4fd9-b499-f4779f0a3a12","order_by":6,"name":"Paul M. Wallach","email":"","orcid":"","institution":"Indiana University School of Medicine","correspondingAuthor":false,"prefix":"","firstName":"Paul","middleName":"M.","lastName":"Wallach","suffix":""}],"badges":[],"createdAt":"2024-09-06 17:02:52","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-5045526/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-5045526/v1","draftVersion":[],"editorialEvents":[{"content":"https://doi.org/10.1186/s12909-024-06499-4","type":"published","date":"2025-02-01T15:57:22+00:00"}],"editorialNote":"","failedWorkflow":false,"files":[{"id":70945823,"identity":"72ee4f20-9275-4ead-b41e-83a538c7578e","added_by":"auto","created_at":"2024-12-09 13:00:37","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":126275,"visible":true,"origin":"","legend":"\u003cp\u003e· 1.1 – This experience was centered on the care of at least one of my patients (Overall N= 3,088; Strongly Agree 57.9%, N= 1, 789; Agree 36.5%, N= 1,127; Neutral 4.5%, N= 140; Disagree 0.3%, N= 9; Strongly Disagree 0.7%, N= 23)\u003c/p\u003e\n\u003cp\u003e· 1.2 – This experience aided my understanding of the benefits of an interprofessional care team to patient care (Overall N= 3,087; Strongly Agree 45.7%, N= 1,410; Agree 39.7%, N= 1,225; Neutral 11.1%, N=342; Disagree 2.1%, N=66; Strongly Disagree 1.4%, N=44)\u003c/p\u003e\n\u003cp\u003e· 1.3 – I understand when participation by this health professional would potentially benefit my patient (Overall N=3,086; Strongly Agree 57.8%, N= 1,785; Agree 36.6%, N= 1,131; Neutral 4.5%, N= 139; Disagree 0.3%, N=9; Strongly Disagree 0.7%, N=22)\u003c/p\u003e\n\u003cp\u003e· 1.4 – This experience has contributed to my understanding of the role of this profession as part of the health care team (Overall N=3,086; Strongly Agree 41.9%, N=1,293; Agree 43.8%, N=1,351; Neutral 10.9%, N=337; Disagree 1.9%, N=59; Strongly Disagree 1.5%, N=46)\u003c/p\u003e\n\u003cp\u003e· 1.5 – As a result of this experience, my confidence in engaging other professionals on the health care team improved (Overall N=3,085; Strongly Agree 40.7%, N= 1,255; Agree 41.9%, N= 1,293; Neutral 13.5%, N=416; Disagree 2.3%, N=73; Strongly Disagree 1.6%, N=48)\u003c/p\u003e\n\u003cp\u003e· 1.6 – This experience aided in my understanding of my role as a member of the health care team (Overall N=3,084; Strongly Agree 39.8%, N= 1,226; Agree 43.4%, N=1,339; Neutral 13.1%, N= 405; Disagree 2.3%, N= 72; Strongly Disagree 1.4%, N= 42)\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-5045526/v1/7fc3eb6ef3a761342420fa9f.png"},{"id":75351222,"identity":"86e8ecc4-eacc-4be4-9862-7bd1d9967e5d","added_by":"auto","created_at":"2025-02-03 16:08:05","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":893957,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-5045526/v1/e41e2b9a-54bc-4945-a40a-f5fb33bfb98a.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"A Longitudinal Integrated Clerkship Exercise in Interprofessional Education – A Quantitative Analysis","fulltext":[{"header":"INTRODUCTION","content":"\u003cp\u003eMedical education\u0026rsquo;s three-legged stool includes the classic foundational and clinical science curricula, and health systems science. Effective and successful physicians must be able to function within complicated healthcare systems as members of a health care team. Thus, preparation for that role with high quality interprofessional education (IPE) is of increasing importance. No matter what clinical context is considered, there are many interactions and handoffs between members of various healthcare professions that occur in the care of the individual patient \u003csup\u003e1\u003c/sup\u003e. To facilitate effective patient-centered care, healthcare team members must understand the roles and responsibilities of other professions. Enabling the creation of highly functioning collaborative health care teams built on mutual understanding, trust, and respect, may yield improved health care outcomes for individuals and communities \u003csup\u003e2-6\u003c/sup\u003e. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eBACKGROUND\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIn US schools of medicine, IPE has classically been taught in the foundational curricula through classroom interactions and simulations. These exercises foster interprofessional familiarity and some understanding of team learning and collaboration. They are administratively challenging because of differences in daily schedules, academic calendars, and curricular structures among different health professions programs. The careful coordination and staffing needed may be costly \u003csup\u003e4,6-13\u003c/sup\u003e. Additionally, these events in isolation may result in the perception that IPE only occurs in these artificial settings, rather than organically in clinical environments. Other strategies utilized have included shadowing experiences for pre-clerkship students so that they can witness the scope of practice while engaged in clinical care. Within the clerkship environment, isolated exercises have been created within select rotations. Rarely do these experiences span the entire clerkship year in a longitudinal fashion \u003csup\u003e3,14-23\u003c/sup\u003e. During the past 15 years as faculty worked to introduce and optimize IPE in medical schools, medical student satisfaction has been mixed. Early on, they expressed dissatisfaction with lectures and large-scale \u0026ldquo;one-off\u0026rdquo; activities that were outside the core medical education curriculum and were seen as artificial \u003csup\u003e24\u003c/sup\u003e. In the last five years, student satisfaction has improved with the introduction of active learning, hybrid models, and small group activities, in particular those at the bedside with other health professions students or professionals \u003csup\u003e5,25,26\u003c/sup\u003e.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eIndiana University School of Medicine (IUSM) is a nine-campus system with approximately 365 students per class, the largest allopathic medical school in the United States. All four years of the medical school curriculum are offered at all locations. The IUSM IPE curriculum has been a cornerstone of the foundational years\u0026rsquo; curriculum, including an immersive experience immediately prior to the clerkship phase, working with students from a variety of disciplines and incorporating the core Interprofessional Education Collaborative (IPEC) competencies. \u0026nbsp;Medical students meet with their student colleagues from other health professions to collectively discharge a standardized patient. \u0026nbsp;However, the coordination of the event is arduous across a multi-campus system and necessitates individualization at each campus to align with available healthcare professions or students. The core curriculum previously did not provide a formal IPE exercise within the clerkships, although students were exposed to multiple healthcare professions while performing their clinical duties.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe third-year clerkship phase of training at IUSM includes the following eight required rotations: Family Medicine; Internal Medicine; Neurology; Obstetrics and Gynecology; Pediatrics; Psychiatry; Surgery; and Anesthesiology. The fourth-year program includes an Emergency Medicine clerkship. IUSM undertook a pilot IPE exercise that could be integrated into each clerkship for all the students. With the integration across core clinical experiences, IUSM hoped to provide a deeper appreciation and understanding of interprofessional care.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe specific goals were to expose students to multiple different healthcare professionals, to foster an understanding of the roles of each professional\u0026rsquo;s contribution to patient care, to comprehend the benefits of an interprofessional care team to patient care, to improve the student\u0026rsquo;s confidence in engaging with other professionals on the healthcare team, to foster understanding of the medical student role on the team, and that the exercise feature a patient for whom the student provided care during the rotation.\u0026nbsp;\u003c/p\u003e"},{"header":"METHODS","content":"\u003cp\u003eAn interprofessional exercise was adopted for a pilot program at IUSM that had been previously developed and piloted by two of the authors (PMW, RP) at another medical school. The specific program objectives were modified to align with the institutional learning objectives of IUSM and to reflect the multiple professions integrated into the healthcare teams at the various healthcare centers throughout IUSM. To capture campus and clerkship specificity, these questions were added to the exercise. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAll students were required to complete the IPE exercise in each of the year 3 and 4 clerkships. The students were instructed to interview a healthcare team member who was actively involved in the care of one of the student\u0026rsquo;s patients during clerkship. The interview was organized into two components, with guided questions provided to facilitate the conversation. The students first asked about the shared patient, including determining the most important issues from the other healthcare professional\u0026rsquo;s perspective as well as the findings and recommendations made for the patient. The second component focused on fostering further understanding of the profession such as their motivation for career selection, the educational requirements and scope of practice. Students were asked to interview an individual from a different healthcare profession during each clerkship to ensure a greater breadth of learning.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eFollowing the interview, students answered nine questions capturing the discussion and then six multiple-choice questions to evaluate the exercise (Table 1). They also completed a brief reflection on the following prompt:\u003cem\u003e\u003cu\u003e\u0026nbsp;\u003c/u\u003eHow do you think this healthcare professional improved patient care, the patient experience, and/or potentially patient outcomes?\u003c/em\u003e The estimated time to complete the written assignment was 10 minutes. The assignment was placed on the Canvas Learning Management System\u0026reg; within each clerkship\u0026rsquo;s specific site. It was listed as a mandatory element and delivered through the quiz feature so that student responses could be collated and analyzed. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eWith the approval of the school\u0026rsquo;s curriculum committee, the IPE exercise was initiated in all clerkships on May 8, 2022, at the beginning of the 2022-2023 academic year as a required component of the curriculum. The assignment data analyzed consisted of results from May 8, 2022, through April 25, 2023. All submissions during that period were included in the data analysis.\u003c/p\u003e\n\u003cp\u003eThe assignment data was extracted and de-identified from each clerkship\u0026rsquo;s specific site from the Canvas Learning Management System\u003csup\u003e\u0026reg;\u003c/sup\u003e and was imported into JMP Statistical Software\u003csup\u003e\u0026reg;\u003c/sup\u003e and Microsoft Power BI\u003csup\u003e\u0026reg;\u003c/sup\u003e and analyzed. The \u0026ldquo;Other\u0026rdquo; selection for healthcare professional category was collated and all technicians were then placed in one category.\u0026nbsp;\u003c/p\u003e"},{"header":"RESULTS","content":"\u003cp\u003eFrom May 8, 2022, through April 25, 2023, 3088 submissions across the Year 3 and Year 4 clerkships were collected (Table 2). The average number of submissions per clerkship was 343 (range: 293-362) with differences attributable to scheduled student enrollment. 67.5% of the submitted experiences were in Indianapolis (at the main campus) and 32.5% were at regional campuses.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAs displayed in Table 2, the greatest number of interactions occurred with registered nurses and licensed practical nurses with 668 (22%) encounters followed by pharmacists with 291 (9%) encounters, and nurse practitioners with 277 (9%) and medical assistants with 276 (9%) encounters. The \u0026ldquo;Other\u0026rdquo; category was selected in 199 (6.4%) encounters with the technician selection occurring in 64 (32%) of those cases.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eTable 3 lists the top three healthcare professions encountered in each clerkship. Of note, in obstetrics and gynecology and neurology, the \u0026ldquo;Other\u0026rdquo; designation was the third most utilized category. The main identified professions for \u0026ldquo;Other\u0026rdquo; in obstetrics and gynecology included administrators, doulas, child life specialists, medical interpreters, and ultrasound technicians. \u0026nbsp;The main identified professions of \u0026ldquo;Other\u0026rdquo; for Neurology consisted of a variety of professionals including occupational therapists, technicians, administrators, medical scribes, and art therapists. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eStudents evaluated the program very highly. As shown in Figure 1, 85.4% agreed or strongly agreed that the experience aided their understanding of the benefits of an interprofessional team to patient care. 94.4% agreed or strongly agreed that they understood when participation of the specific health care professional would benefit their patient. 85.7% of students agreed or strongly agreed that the experience contributed to their understanding of the role of that profession within the healthcare team. 82.6% agreed or strongly agreed that their confidence in engaging other healthcare professionals on the health care team improved. 83.2% agreed or strongly agreed that the experience aided in their understanding of the medical student role as a member of the health care team. Confirming that students followed instructions most of the time regarding a discussion surrounding one of their actual patients, 94.4% agreed or strongly agreed that the experience was centered on the care of at least one of the student\u0026rsquo;s patients. 88.3% of the encounters were with health care professionals, 4.2% occurred with students in other healthcare professions, and 7.5% involved both a professional and a student. Students performed the exercise in all clinical environments. As shown in Table 2, 69% of the encounters occurred in the inpatient setting and 31% occurred in the outpatient environment. The most common profession encountered in the inpatient setting was an RN or LPN (22.6% of inpatient encounters) and the most common in outpatient was a medical assistant (27.8% of outpatient encounters).\u003c/p\u003e"},{"header":"DISCUSSION","content":"\u003cp\u003eInterprofessional Education is a cornerstone of patient centered care. Many educational exercises utilize simulated activities during the pre-clinical years of instruction, often with students of other healthcare professions \u003csup\u003e\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e,\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e,\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e,\u003cspan additionalcitationids=\"CR28\" citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e\u003c/sup\u003e. These types of offerings require the coordination of multiple schedules and are more complex in a multi-campus model. Students also prefer experiences that are integrated into their clinical learning rather than simulated or one-off experiences \u003csup\u003e\u003cspan additionalcitationids=\"CR31\" citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e\u003c/sup\u003e. Our goal was to engage students in an activity that centered around one of their own patients in their clinical environment. We hoped that this approach would deepen the understanding of colleagues in other health professions in a patient-centered framework.\u003c/p\u003e \u003cp\u003eExperiencing the exercise in each clerkship permitted medical students to see the types of interprofessional teams across different specialties and the breadth of expertise needed to successfully care for patients. Our study is the first to demonstrate the types of interprofessional encounters across clerkships and shows the expansive list of professions with whom students engage on a regular basis \u003csup\u003e\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e,\u003cspan additionalcitationids=\"CR34 CR35\" citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e\u003c/sup\u003e.\u003c/p\u003e \u003cp\u003eOur data indicate that the exercise was highly successful in meeting its goals. Most students felt that their understanding of how an interprofessional team benefits patients had improved. But perhaps more importantly, they understood when the participation of the specific healthcare professional would potentially benefit their patient. We hypothesize that this will lead to better integration of the interprofessional team in the future and facilitating their selection of the appropriate team member for their specific patient. Their confidence in engaging the IPE team also improved as did their understanding of their own role in the healthcare team. We surmise that this is potentially highly meaningful at this stage, given that their consultation skills are at the novice level. Additionally, because the definition of their role within the traditional third and fourth years of medical school is one that is continuously evolving over time, this exercise likely solidified their comprehension of their role and contribution to patient care.\u003c/p\u003e"},{"header":"CONCLUSION","content":"\u003cp\u003eThis interprofessional exercise was easy to integrate across a large 9-campus system and required limited resources. It was simple to implement during clinical duties in both inpatient and outpatient settings. The assignment was not burdensome to faculty or clerkship staff.\u003c/p\u003e \u003cp\u003eThis is a novel IPE clinical learning experience that positively impacted students and furthered their understanding of multiple healthcare professions across different clerkships. This was achieved within the context of daily clinical care. Further data analysis of the qualitative content will be needed to glean the common themes within their reflections. Additional data analysis across multiple regional campuses will also be undertaken.\u003c/p\u003e \u003cp\u003eThese students engaged with multiple healthcare professionals within the mandatory clerkship experiences spanning their third and fourth year. This increased exposure has been impactful in furthering medical students\u0026rsquo; understanding of the importance of patient-centered inter-professional care.\u003c/p\u003e"},{"header":"Declarations","content":"\u003ch2\u003eFunding:\u003c/h2\u003e \u003cp\u003eThere is no funding to declare\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eAll authors contributed to the conceptualization of the study, and the review and editing of the manuscript. SF and NS completed the data collection and SF completed the initial analysis and interpretation of the data. JS and SF primarily wrote the main manuscript with contributions from PK, MC and PW.\u003c/p\u003e\u003ch2\u003eAcknowledgement\u003c/h2\u003e\u003cp\u003eAcknowledgements: Deborah R. Birnbaum for proofreading and managing the final draft of this manuscript\u003c/p\u003e\u003ch2\u003eData Availability\u003c/h2\u003e\u003cp\u003eData is provided within the manuscript or supplementary information files\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eSkochelak SE, Hammoud MM, Lomis KD, et al, eds. \u003cem\u003eHealth Systems Science\u003c/em\u003e. 2nd ed. Elsevier; 2020. http://www.vlebooks.com/vleweb/product/openreader?id=none\u0026amp;isbn=9780323694674\u003c/li\u003e\n\u003cli\u003eBridges DR, Davidson RA, Odegard PS, Maki IV, Tomkowiak J. Interprofessional collaboration: three best practice models of interprofessional education. \u003cem\u003eMed Educ Online\u003c/em\u003e. Apr 8 2011;16:10.3402/meo.v16i0.6035. doi:10.3402/meo.v16i0.6035\u003c/li\u003e\n\u003cli\u003eShafran DM, Richardson L, Bonta M. A novel interprofessional shadowing initiative for senior medical students. \u003cem\u003eMed Teach\u003c/em\u003e. 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Discharge Day: A Case-Based Interprofessional Exercise About Team Collaboration in Pediatrics. \u003cem\u003eMedEdPORTAL\u003c/em\u003e. Jul 9 2019;15:10830. doi:10.15766/mep_2374-8265.10830\u003c/li\u003e\n\u003cli\u003eKusnoor AV, Stelljes LA. Interprofessional learning through shadowing: Insights and lessons learned. \u003cem\u003eMed Teach\u003c/em\u003e. Dec 2016;38(12):1278-1284. doi:10.1080/0142159X.2016.1230186\u003c/li\u003e\n\u003cli\u003eMonahan L, Sparbel K, Heinschel J, Rugen KW, Rosenberger K. Medical and pharmacy students shadowing advanced practice nurses to develop interprofessional competencies. \u003cem\u003eAppl Nurs Res\u003c/em\u003e. Feb 2018;39:103-108. doi:10.1016/j.apnr.2017.11.012\u003c/li\u003e\n\u003cli\u003eMozer C, Gilbertson J, Robinson M, Kelemen L, Kostas T. Understanding the roles of physical therapists on the care team: An interprofessional education experience for first-year medical students. \u003cem\u003eJournal of Interprofessional Education \u0026amp; Practice\u003c/em\u003e. 2021/09 2021;24:100463. doi:10.1016/j.xjep.2021.100463\u003c/li\u003e\n\u003cli\u003eRiva JJ, Lam JM, Stanford EC, Moore AE, Endicott AR, Krawchenko IE. Interprofessional education through shadowing experiences in multi-disciplinary clinical settings. \u003cem\u003eChiropr Osteopat\u003c/em\u003e. Dec 2 2010;18:31. doi:10.1186/1746-1340-18-31\u003c/li\u003e\n\u003cli\u003eLevine RE, O\u0026apos;Boyle M, Haidet P, et al. Transforming a clinical clerkship with team learning. \u003cem\u003eTeach Learn Med\u003c/em\u003e. Summer 2004;16(3):270-5. doi:10.1207/s15328015tlm1603_9\u003c/li\u003e\n\u003cli\u003eHuth K, Growdon AS, Stockman LS, et al. Establishing trust within interprofessional teams with a novel simulation activity in the pediatric clerkship. \u003cem\u003eJ Interprof Care\u003c/em\u003e. Dec 8 2020:1-6. doi:10.1080/13561820.2020.1840338\u003c/li\u003e\n\u003cli\u003eHoffman JD, Thompson R, Swenson KB, Dasgupta S. Complexities of Clinical Genetics Consultation: An Interprofessional Clinical Skills Workshop. \u003cem\u003eMedEdPORTAL\u003c/em\u003e. Jan 24 2020;16:10869. doi:10.15766/mep_2374-8265.10869\u003c/li\u003e\n\u003cli\u003eHalaas G, Zink T, Brooks K, Miller J. Clinical skills day: preparing third year medical students for their rural rotation. \u003cem\u003eRural and Remote Health\u003c/em\u003e. 2007/10/03 2007;doi:10.22605/rrh788\u003c/li\u003e\n\u003cli\u003eClithero A, Albright D, Bissell E, et al. Addressing Interpersonal Violence as a Health Policy Question Using Interprofessional Community Educators. \u003cem\u003eMedEdPORTAL\u003c/em\u003e. Dec 9 2016;12:10516. doi:10.15766/mep_2374-8265.10516\u003c/li\u003e\n\u003cli\u003eBrashers V, Owen J, Blackhall L, Erickson J, Peterson C. A program design for full integration and assessment of clinically relevant interprofessional education into the clinical/clerkship year for nursing and medical students. \u003cem\u003eJ Interprof Care\u003c/em\u003e. May 2012;26(3):242-4. doi:10.3109/13561820.2011.653610\u003c/li\u003e\n\u003cli\u003eRosenfield D, Oandasan I, Reeves S. Perceptions versus reality: a qualitative study of students\u0026apos; expectations and experiences of interprofessional education. \u003cem\u003eMed Educ\u003c/em\u003e. May 2011;45(5):471-7. doi:10.1111/j.1365-2923.2010.03883.x\u003c/li\u003e\n\u003cli\u003eBehrend R, Czeskleba A, Rollinger T, et al. Medical students\u0026apos; ratings of the relevance and actual implementation of interprofessional education and preferences for teaching formats: comparison by gender and prior education. \u003cem\u003eGMS J Med Educ\u003c/em\u003e. 2020;37(2):Doc13. doi:10.3205/zma001306\u003c/li\u003e\n\u003cli\u003eBerger-Estilita J, Chiang H, Stricker D, Fuchs A, Greif R, McAleer S. Attitudes of medical students towards interprofessional education: A mixed-methods study. \u003cem\u003ePLoS One\u003c/em\u003e. 2020;15(10):e0240835. doi:10.1371/journal.pone.0240835\u003c/li\u003e\n\u003cli\u003eGuilding C, Hardisty J, Randles E, et al. Designing and evaluating an interprofessional education conference approach to antimicrobial education. \u003cem\u003eBMC Med Educ\u003c/em\u003e. Oct 13 2020;20(1):360. doi:10.1186/s12909-020-02252-9\u003c/li\u003e\n\u003cli\u003eMusick DW, Vari RC, Kraemer MS, et al. Building Health Systems Science Education from the Core Domain of Interprofessional Education at Virginia Tech Carilion School of Medicine. \u003cem\u003eMed Sci Educ\u003c/em\u003e. Feb 2021;31(1):215-222. doi:10.1007/s40670-020-01148-z\u003c/li\u003e\n\u003cli\u003eReed T, Horsley TL, Muccino K, et al. Simulation Using TeamSTEPPS to Promote Interprofessional Education and Collaborative Practice. \u003cem\u003eNurse Educ\u003c/em\u003e. May/Jun 2017;42(3):E1-E5. doi:10.1097/NNE.0000000000000350\u003c/li\u003e\n\u003cli\u003eJakobsen F, Larsen K, Hansen TB. This is the closest I have come to being compared to a doctor: views of medical students on clinical clerkship in an Interprofessional Training Unit. \u003cem\u003eMed Teach\u003c/em\u003e. 2010/08/26 2010;32(9):e399-406. doi:10.3109/0142159X.2010.496009\u003c/li\u003e\n\u003cli\u003eZaudke JK, Paolo A, Kleoppel J, Phillips C, Shrader S. The Impact of an Interprofessional Practice Experience on Readiness for Interprofessional Learning. \u003cem\u003eFam Med\u003c/em\u003e. 2020;48(5):371-6. \u003c/li\u003e\n\u003cli\u003eLie D, Walsh A, Segal-Gidan F, Banzali Y, Lohenry K. Physician assistant students\u0026apos; views regarding interprofessional education: a focus group study. \u003cem\u003eJ Physician Assist Educ\u003c/em\u003e. 2013;24(1):35-41. doi:10.1097/01367895-201324010-00005\u003c/li\u003e\n\u003cli\u003eBok C, Ng CH, Koh JWH, et al. Interprofessional communication (IPC) for medical students: a scoping review. \u003cem\u003eBMC Med Educ\u003c/em\u003e. Oct 16 2020;20(1):372. doi:10.1186/s12909-020-02296-x\u003c/li\u003e\n\u003cli\u003eAldriwesh MG, Alyousif SM, Alharbi NS. Undergraduate-level teaching and learning approaches for interprofessional education in the health professions: a systematic review. \u003cem\u003eBMC Med Educ\u003c/em\u003e. Jan 3 2022;22(1):13. doi:10.1186/s12909-021-03073-0\u003c/li\u003e\n\u003cli\u003ePotter MC, Horton K, Chou E. How Do Classroom-Based Interprofessional Education Interactions Influence Medical Students\u0026apos; Clerkship Experiences? \u003cem\u003eAMA J Ethics\u003c/em\u003e. May 1 2023;25(5):E344-352. doi:10.1001/amajethics.2023.344\u003c/li\u003e\n\u003cli\u003eChang CC, Huang HC, Lee WS, et al. Early clinical exposure improves medical students\u0026apos; recognition of the need for professionalism and interprofessional collaboration. \u003cem\u003eJ Chin Med Assoc\u003c/em\u003e. Aug 1 2021;84(8):778-782. doi:10.1097/JCMA.0000000000000575\u003c/li\u003e\n\u003c/ol\u003e"},{"header":"Tables","content":"\u003cp\u003eTABLE 1 IPE Exercise Assignment Questions and Student Evaluation Questionnaire\u0026nbsp;\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 585px;\"\u003e\n \u003cp\u003ePlease indicate the date the conversation was held with the other healthcare professional/health profession student.\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 585px;\"\u003e\n \u003cp\u003ePlease select which Clerkship you were rotating on when this conversation was held:\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 585px;\"\u003e\n \u003cp\u003ePlease select which Campus you completed this activity.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 585px;\"\u003e\n \u003cp\u003eWhat was the diagnosis of the patient you and the other healthcare professional/health profession student cared for?\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 585px;\"\u003e\n \u003cp\u003eWhat was the care setting? (outpatient, inpatient)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 585px;\"\u003e\n \u003cp\u003eWhich type of health care professional/health profession student did you interview? \u0026nbsp;\u003c/p\u003e\n \u003cp\u003eIf \u0026ldquo;Other\u0026rdquo; was selected for the question above, please indicate which type of health care professional/health profession student was interviewed.\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 585px;\"\u003e\n \u003cp\u003eDid you interact with a student studying that profession or a healthcare professional?\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 585px;\"\u003e\n \u003cp\u003eReflection: How do you think this healthcare professional improved patient care, the patient experience, and/or potentially patient outcomes? (Minimum 1-2 paragraph response required)\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 585px;\"\u003e\n \u003cp\u003eScope of IPE Team:\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003ePlease recall all the health care professionals who were involved in the care of your patient (identify as many as you can recall).\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 585px;\"\u003e\n \u003cp\u003eFor each of the following items, indicate your agreement using the 5-point Likert scale (strongly disagree to strongly agree)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 585px;\"\u003e\n \u003cp\u003eThis experience has contributed to my understanding of the role of this profession as part of the health care team. \u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 585px;\"\u003e\n \u003cp\u003eI understand when participation by this health professional would potentially benefit my patient.\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 585px;\"\u003e\n \u003cp\u003eThis experience aided my understanding of the benefits of an interprofessional care team to patient care.\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 585px;\"\u003e\n \u003cp\u003eAs a result of this experience, my confidence in engaging other professionals on the health care team improved.\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 585px;\"\u003e\n \u003cp\u003eThis experience aided in my understanding of my role as a member of the health care team.\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 585px;\"\u003e\n \u003cp\u003eThis experience was centered on the care of at least one of my patients. \u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eTable 2\u003c/p\u003e\n\u003cp\u003eThis figure shows the count and percentage of interactions for each type of healthcare professional in inpatient and outpatient settings. This figure also shows the total count and % of interactions with each healthcare professional based on the total interactions. This figure shows that the majority of the student interactions with other healthcare professionals occurred in an inpatient setting (69% Inpatient; 31% Outpatient). (Overall N= 3,088; Inpatient N= 2,121; Outpatient N= 967)\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eType of healthcare professional/health profession student\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eInpatient Setting Interactions (Count/%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eOutpatient Setting Interactions (Count/%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal Interactions (Count/%)\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eNurse \u0026ndash; LPN or RN\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e481\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(72%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e187\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(28%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e668\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(22%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003ePharmacist\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e237\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(82%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e54\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(19%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e291\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(9%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eNurse Practitioner (NP)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e155\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(56%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e122\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(44%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e277\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(9%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eMedical Assistant (MA)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e7\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(3%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e269\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(97%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e276\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(9%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eSocial Worker\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e228\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(87%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e33\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(13%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e261\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(8%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eOther\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e123\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(61.8%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e76\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(38.2%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e199\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(6.4%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eSurgical Scrub Technician\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e156\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(82%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e35\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(18%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e191\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(6%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003ePhysician\u0026apos;s Assistant (PA)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e123\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(69%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e56\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(31%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e179\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(6%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eAnesthetist \u0026ndash; CAA or CRNA\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e142\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(85%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e25\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(15%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e167\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(5%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eDietician\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e74\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(83%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e15\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(17%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e89\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(3%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eRespiratory Therapist\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e76\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(92%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e7\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(8%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e83\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(3%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003ePhysical Therapist\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e62\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(91.2%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e6\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(8.8%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e68\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(2.2%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eMidwife\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e44\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(88%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e6\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(12%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e50\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(2%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eSpeech Pathologist\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e40\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(89%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e5\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(11%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e45\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(1%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eBehavioral Therapist\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e33\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(79%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e9\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(21%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e42\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(1%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003ePsychologist\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e22\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(58%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e16\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(42%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e38\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(1%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eChaplain\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e30\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(88%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(12%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e34\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(1%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eORA \u0026ndash; operating room assistant\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e26\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(93%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e2\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(7%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e28\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(1%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eGenetic Counselor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e3\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(12%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e23\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(88%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e26\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(1%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eLactation Consultant\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e21\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(87.5%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e3\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(12.5%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e24\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(1%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eEmergency Medical Technician\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e16\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(84%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e3\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(16%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e19\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(1%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eDentist\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e10\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(53%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e9\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(48%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e19\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(1%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003ePCA \u0026ndash; patient care assistant\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e12\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(86%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e2\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(14%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e14\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(0.5%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e2121\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(69%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e967\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e(31%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e3088\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n\u003cp\u003eTable 3\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eTop three interactions with healthcare professionals/health profession students per Clerkship. The number of students (N) and the % total are indicated for each healthcare professional/health profession student. \u0026ldquo;Other\u0026rdquo; for Neurology consisted of a variety of professionals including occupational therapists, technicians, administrators, sales representatives, medical scribes, and art therapists. \u0026ldquo;Other\u0026rdquo; for OB/GYN consisted of a variety of professionals including administrators, doulas, child life specialists, medical interpreters, and ultrasound technicians.\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eClerkship\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eProfessional with Highest Interaction\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eProfessional with Second Highest Interaction\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 163px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eProfessional with Third Highest Interaction\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAnesthesia\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003eAnesthetist \u0026ndash; CAA or CRNA\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e(N=136; 38%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003eNurse \u0026ndash; LPN or RN\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e(N=92; 26%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 163px;\"\u003e\n \u003cp\u003eSurgical Scrub Technician\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e(N=54; 15%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eFamily Medicine\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003eMedical Assistant (MA)\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e(N=197; 55%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003eNurse \u0026ndash; LPN or RN\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e(N=59; 17%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 163px;\"\u003e\n \u003cp\u003ePharmacist\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e(N=29; 8%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eInternal Medicine\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003ePharmacist\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e(N=131; 38%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003eNurse \u0026ndash; LPN or RN\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e(N=62; 18%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 163px;\"\u003e\n \u003cp\u003eSocial Worker\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e(N=33; 10%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNeurology\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003eNurse Practitioner (NP)\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e(N=96; 27%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003eNurse \u0026ndash; LPN or RN\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e(N=77; 22%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 163px;\"\u003e\n \u003cp\u003eOther*\u003c/p\u003e\n \u003cp\u003e(N=35; 10%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eObstetrics and Gynecology\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003eNurse \u0026ndash; LPN or RN\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e(N=85; 29%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003eMidwife\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e(N=49; 17%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 163px;\"\u003e\n \u003cp\u003eOther*\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e(N=38; 13%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePediatrics\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003eDietician\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e(N=70; 20%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003ePharmacist\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e(N=63; 18%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 163px;\"\u003e\n \u003cp\u003eNurse \u0026ndash; LPN or RN\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e(N=58; 17%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePsychiatry\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003eSocial Worker\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e(N=158; 44%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003ePhysician\u0026rsquo;s Assistant (PA)\u003c/p\u003e\n \u003cp\u003e(N=38; 11%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 163px;\"\u003e\n \u003cp\u003eBehavioral Therapist\u003c/p\u003e\n \u003cp\u003e(N=36; 10%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSurgery\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003eSurgical scrub technician\u003c/p\u003e\n \u003cp\u003e(N=103; 33%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003eNurse Practitioner (NP)\u003c/p\u003e\n \u003cp\u003e(N=53; 17%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 163px;\"\u003e\n \u003cp\u003eNurse \u0026ndash; LPN or RN\u003c/p\u003e\n \u003cp\u003e(N=45; 14%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eEmergency Medicine\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003eNurse \u0026ndash; LPN or RN\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e(N=156; 43%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003ePhysician\u0026rsquo;s Assistant (PA)\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e(N=46; 13%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 163px;\"\u003e\n \u003cp\u003ePharmacist\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e(N=36; 10%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"interprofessional, education, IPE, clerkship, clinical, medical education, med ed, interprofessional education, Indiana University School of Medicine, medical student","lastPublishedDoi":"10.21203/rs.3.rs-5045526/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-5045526/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003ePurpose\u003c/strong\u003e: Medical students must function within an interprofessional team to provide effective, patient-centered care. Indiana University School of Medicine (IUSM) integrated an interprofessional exercise into each clerkship to improve understanding of each professional’s contribution to patient care.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethods\u003c/strong\u003e: Between 2022-2023, IUSM medical students interviewed a healthcare professional engaged in the care of a mutual patient, answered questions, and evaluated the experience. Students interviewed a different professional in each clerkship to broaden their exposure.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults\u003c/strong\u003e: 3088 encounters occurred, 67.5% at the Indianapolis campus and 32.5% at regional campuses. 82.6 – 94.5% of students agreed or strongly agreed that the exercise aided their understanding of the benefits of an interprofessional team to patient care, that they understood when participation of the specific healthcare professional would benefit their patient, that the experience contributed to their understanding of the role of that profession within the healthcare team, that their confidence in engaging other healthcare professionals on the health care team improved, and that the experience aided in understanding of their own role as a member of the health care team.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusion\u003c/strong\u003e: This exercise was easy to implement across a multi-campus system and improved student satisfaction and comprehension of the interprofessional team and indications for their engagement in patient care.\u003c/p\u003e","manuscriptTitle":"A Longitudinal Integrated Clerkship Exercise in Interprofessional Education – A Quantitative Analysis","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-12-09 13:00:33","doi":"10.21203/rs.3.rs-5045526/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2024-09-12T05:39:09+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2024-09-11T14:39:03+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2024-09-11T14:36:32+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Medical Education","date":"2024-09-06T17:01:15+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"ca008b98-e12a-4a3e-af7d-e7af83317276","owner":[],"postedDate":"December 9th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[],"tags":[],"updatedAt":"2025-02-03T16:01:17+00:00","versionOfRecord":{"articleIdentity":"rs-5045526","link":"https://doi.org/10.1186/s12909-024-06499-4","journal":{"identity":"bmc-medical-education","isVorOnly":false,"title":"BMC Medical Education"},"publishedOn":"2025-02-01 15:57:22","publishedOnDateReadable":"February 1st, 2025"},"versionCreatedAt":"2024-12-09 13:00:33","video":"","vorDoi":"10.1186/s12909-024-06499-4","vorDoiUrl":"https://doi.org/10.1186/s12909-024-06499-4","workflowStages":[]},"version":"v1","identity":"rs-5045526","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-5045526","identity":"rs-5045526","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}