Exploring the benefits of a short practical teaching unit for interprofessional communication and attitudes - Results from an assessment of third-year medical student cohorts
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Exploring the benefits of a short practical teaching unit for interprofessional communication and attitudes - Results from an assessment of third-year medical student cohorts | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Exploring the benefits of a short practical teaching unit for interprofessional communication and attitudes - Results from an assessment of third-year medical student cohorts Sabine Fredersdorf, Ilona Stocker, Franziska Staab, Andreas Wiesner, and 6 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6263997/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 9 You are reading this latest preprint version Abstract Background Interprofessional (IP) communication and interaction play a central role in high-quality patient care. Numerous studies have shown that communication errors between different healthcare professions frequently cause treatment errors and poor patient care, simultaneously increasing costs in the healthcare system. To address these deficits, we implemented a curricular teaching unit (TU) for interprofessional communication and role clarity in third-year medical students (MS), emergency paramedic students (EPS) and nursing students (NuS). We asked ourselves whether our IP TU leads to a measurable improvement in students’ IP communicative skills and their attitudes towards other healthcare professions and whether their attitudes and skills correlate with each other. Methods We measured the outcomes of the IP TU for our MS (n=172) with an IP OSCE. The previous cohort of MS (n=168) served as control group. Changes in attitudes towards other health professions were observed before and after TU and OSCE via the UWE-IP questionnaire. Data analysis was performed with SPSS 29.0. Results The MS of the intervention group significantly improved in the following categories of the IP OSCE: general communication (74.9±24.7 vs 88.5±15.7%, p<0.001), handover (59.7±25.6 vs 68.6±24%, p<0.001) and total points (69.6±17.5 vs 77.6±15.8%, p<0.001). There was also a significant improvement in attitudes in the UWE-IP categories IP relationships (IR: 14.4±3.5, n=46 vs 12.4±3.5 points (P), n=117, p<0.05), IP interactions (31.9±4.1, n=47 vs 28.5±4.7 P, n=119, p<0.001) and Communication and Teamwork (CT: 21.5±3.4, n=49 vs 19.4±3.9 P, n=131, p<0.001). The generally negative initial perception of observed IP interactions was even more pronounced in the EPS (MS 31.9±4.1, n=47 vs EP 34.1±4.2 P, n=21, p<0.05). The OSCE IP performance correlated independently of the TU with a more positive attitude towards IR and a positive self-assessment of their own CT (IR: r=-0.15, p<0.05, n=232; CT: r=-0.17, p<0.05, n=243). Conclusion A short IP teaching unit leads to an improvement in IP performance and attitudes, even in a mandatory heterogeneous setting. MS with a positive attitude towards IP topics score better at the OSCE IP station. The view of the students on IP interactions is alerting, emphasising the need for a longitudinal concept in IPE. Interprofessional communication attitude OSCE UWE-IP Introduction Successful IP communication is a decisive step in high-quality patient care. Numerous studies have shown that communication errors between different healthcare professions are a frequent cause of treatment errors and poor patient care and lead to significant cost increases in the healthcare system [1], ADDIN 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} [2] . In the USA, data from the governmental authority (Joint Commission for Hospital Accreditation) analysed 2455 errors in treatment and reported that 70% of these malpractice cases were due to communication errors. A total of 75% of the analysed cases even led to death ADDIN 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[3] . 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Nevertheless, the benefit of such IPE has rarely been investigated. Most of the studies evaluated IPE teaching units (TU) via self-assessment questionnaires. For example, Ogunyemi et al. [8] showed in a large-scale study that an IP gynaecology course led to a significant improvement in the self-assessment of self-confidence for these course contents and the personal attitudes towards these courses. However, IP competences were not evaluated. They showed that the IP character of the course was not able to promote sustainable learning in the long term in relation to the learning objectives. Berger et al. 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<ps>109</ps>\r\n</ep>\r\n<os>105-109</os>","Periodical":{"$id":"23","$type":"SwissAcademic.Citavi.Periodical, SwissAcademic.Citavi","Eissn":"1469-9567","Name":"Journal of interprofessional care","Pagination":0,"Protected":false,"UserAbbreviation1":"J Interprof Care","CreatedBy":"_Sabine Fredersdorf-Hahn","CreatedOn":"2024-01-28T17:27:05","ModifiedBy":"_Sabine Fredersdorf-Hahn","Id":"595069a3-76e2-435c-a51e-550c48f7bda8","ModifiedOn":"2024-01-28T17:27:05","Project":{"$ref":"8"}},"Publishers":[],"PubMedId":"27767361","Quotations":[],"Rating":0,"ReferenceType":"JournalArticle","ShortTitle":"Mahler, Berger et al. 2017 – Translation and psychometric properties","ShortTitleUpdateType":0,"SourceOfBibliographicInformation":"PubMed","StaticIds":["954f70ba-240b-402a-8b96-a299887976db"],"TableOfContentsComplexity":0,"TableOfContentsSourceTextFormat":0,"Tasks":[],"Title":"Translation and psychometric properties of the German version of the University of the West of England Interprofessional Questionnaire (UWE-IP)","Translators":[],"Volume":"31","Year":"2017","YearResolved":"2017","CreatedBy":"_Sabine Fredersdorf-Hahn","CreatedOn":"2024-01-28T20:35:44","ModifiedBy":"_User","Id":"69bffc97-f2b2-4dad-944f-a54a82111f5e","ModifiedOn":"2025-02-14T23:29:23","Project":{"$ref":"8"}},"UseNumberingTypeOfParentDocument":false}],"FormattedText":{"$id":"24","Count":1,"TextUnits":[{"$id":"25","FontStyle":{"$id":"26","Neutral":true},"ReadingOrder":1,"Text":"[11]"}]},"Tag":"CitaviPlaceholder#d71f135d-889a-4b84-87b3-24a7d75cfd33","Text":"[11]","WAIVersion":"6.19.2.1"}} [11] to evaluate their IP communication course and were able to work out significant positive changes—also without a control group. The UWE-IP is a specific IP questionnaire that is able to assess different IP personal attitudes and focuses on the categories of IP learning (self-assessment), IP interactions (perception of observed IP interactions), IP relationships (self-assessment) and Communication/Teamwork (self-asessment). Another widely used questionnaire is the RIPLS (Readiness for Interprofessional Learning Scale) [12], which focuses on differences in students' perceptions and attitudes towards IP learning. Moreover, following the principle of constructive alignment [13], the students should be able to demonstrate their skills acquired at the TU to validate their learning success. The latter can be assessed via an IP OSCE station. In the Anglo-American region, the first IP OSCE station, which was developed in 2005, was described as a role play with a corresponding checklist [14]. Experienced doctors simulated a pair of parents who needed to be informed about further procedures regarding the diabetes treatment of their child. MS and NuS went through this scene together and were assessed separately. One of the focuses here was on the IP behaviour towards the partner examinee. There were no control groups. According to the pass marks set by the examiners, 84% of the participants passed. The IP OSCE is mostly used formatively and represents the teaching unit itself. In Cyr et al., the OSCE was used as an IP teaching unit, and a pre-post test analysis with self-assessment was conducted. Here, the OSCE resulted in significant changes [15]. Many IP team OSCEs focus on joint practical skills, such as Pang et al., where a dental team OSCE of dental technicians and dentists was evaluated [16]. Here, the joint performance could be assessed without a separate evaluation of the participants. In the self-assessment, differences were found between the groups. A joint performance also took place in the team IP teaching OSCE by Zaudke et al. [17], in which 64 participants (medicine, pharmacy, nursing) in teams of three met a simulation patient (SP) together as part of a team OSCE and were jointly assessed—with a formative character—after a joint learning phase in the outpatient sector. An interesting variant is the IP Team OSCE, in which the team consists of one examinee and 2 other standardised professional groups, as in Abeyaratne et al. [18]. In this large-scale study, pharmacy students demonstrated their shared decision-making skills as teamwork to a standardised patient and a standardised doctor. Despite the team, only the pharmacy student was assessed. The pharmacy students scored 79% on average in terms of the OSCE score, but without a control group. In a similar study [19], medical students were compared with a standardised patient and a standardised nurse in an OSCE. The medical students were assessed qualitatively via audio and video recording with the aid of a framework. In summary, the literature on the evaluation of learning success after IP teaching units primarily contains team OSCEs with a formative character, self-assessment questionnaires or OSCEs with one examinee and 2 standardised simulants. Most of the formats were very time-consuming and costly and had no control group. The studies presented here show that there are hardly any reliable data showing an increase in performance as a result of the IP TU, with the exception of the pre-post team OSCE by Zaudke et al. [17] with 16 teams (see above). Fortunately, first data reach level 4 in evidence of the learning effect after IPE according to Kirkpatrick ADDIN 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} [20] in a professional setting. Strasser et al. reported that interprofessional education (IPE) leads to an improvement in patient outcomes [21]: Systematic team training of professionals in the rehabilitation setting led to better patient outcomes after a stroke. Development of a mixed assessment approach As there were no previous IP courses in the faculty of medicine in Regensburg, a two-part curricular, mandatory TU unit was introduced and added to the curricular clinical examination course. Two of the existing 4 core competences of the IPEC (Interprofessional Education Collaborative) ADDIN CitaviPlaceholder{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} [22] were addressed this new TU: the awareness of roles and responsibilities and IP communication. The IP communication part focused on training for IP handover, team communication and feedback. Concerning assessment, no suitable IP OSCE station focusing on communication with a quantitative evaluation option was found in the literature. Since our TU on IP Communication and Roles had a curricular format with a large number of students and the accompanying OSCE station needed to be integrated into an existing rotation of 5 further OSCE stations, a new IP OSCE station was designed, taking into account limited time and limited financial resources by using a single simulator. Furthermore, our aim was to measure the changes in competences. For this purpose, the cohort prior to the introduction of the TU served as a control group. Our aim was to examine the changes in the IP communicative competences of the MS after a short IP course unit in a curricular setting and to carry out an accompanying self-assessment using the UWE-IP questionnaire before and after the course to examine the changes in attitudes towards IP topics and their correlation with the OSCE performance results. In doing so, we attempt to answer the following research questions: Does IP TU lead to an improvement in OSCE communication performance? Does the IP TU lead to an improvement in the IP attitudes of MS? Is there a positive correlation between OSCE performance and IP attitudes? Methodology We conducted a prospective, nonrandomised open intervention study. The intervention occurred after the control cohort went through the tests so that the two cohorts did not run in parallel. Curriculum and course In the 3 rd year, all MS students in Regensburg completed the curricular clinical examination course. In the winter semester of 2023/24, the IP teaching unit was newly introduced and complemented this course after a pilot phase in the summer semester of 2023. NuS were in their 2nd year of training and were also required to attend the course, as were the EPS (2nd year of training). In contrast to the NuS and MS, the EPS had already attended numerous teaching units on teamwork in the Team Resource Management block (40 units) in their first year of study. The IP course itself extends over two teaching units per participant, each lasting 3 h. The first focuses on responsibilities, roles, communication errors and the basics of feedback in the IP context and is treated in workshops. The second unit is based on IP training in providing feedback, systematic handover and practicing team communication, each of which is introduced by clinical simulation scenarios supported by SP. Assessment The assessment of IP performance with a focus on feedback, handover and team communication was carried out via an OSCE station, which was designed by our IP working group and became part of an existing five-station OSCE of the clinical examination course. Each category of the checklist was developed with the IP working group, and a consensus was reached for every checklist item. The final checklist was composed of 5 categories: general communication, feedback, handover, team communication and overall impression. The general communication items are related to appropriate language, symmetry, appropriate inception and finish; the feedback items are related mainly to the WWW 3 step rule [23] (WWW in German for perception, effect and wish); the handover items are related to the ISBAR pattern [24]; and the communication items are related to the share and seek principle [19]. There were nine minutes per station, including reading time. After completing the course, a new rotation took place with 1-minute feedback per station. To generate a resource-saving, standardised IP station that could be integrated into the existing OSCE, a patient vignette was placed in the reading-in time, which triggered the three focal points mentioned above for the follow-up discussion. This means that there was no need for a SP. A standardised nurse awaited the MS in the room for the IP discussion, simulating a daily clinical routine. The content of the vignette concerned a lymphoma patient who gave the MS much information during the ward round, including an urgent request for early discharge and a neighboring patient who had been mistakenly given breakfast despite urgent gastroscopy. In addition, the nursing staff have information from the night (fever and pain) that is unknown to the MS and should be included in the decision-making process according to the ‘share and seek’ principle [19]. A physician and a nurse performed the rating independently and simultaneously. The cohort from the previous winter semester, 22/23, which had not yet received the course unit and had content from lectures and seminars (in medical sociology), acted as a control group. The IP OSCE station was rated but not graded for both cohorts, in contrast to the other OSCE stations, which were graded. The MS were informed about that fact in advance. In addition, attitudes and perceptions on the IP topics were recorded via the UWE-IP questionnaire mentioned above [10]. First, the UWE IP was applied before the course by all three participating professional groups. This was carried out once again by the MS after the course and the OSCE. Furthermore, a correlation was investigated between the results of the UWE-IP questionnaire after the OSCE and the performance at the OSCE IP station. The statistical analysis was carried out via SPSS and R via t tests, the Welch-T test and Pearson's correlation analysis. The three-group comparison of the UWE-IP was carried out via single-factor analysis of variance with subsequent post hoc analysis and Tukey's HSD test. The equality of OSCE results between nurses and doctors as examiners was tested via a two one-sided equivalence test (TOST). All participants agreed with the scientific evaluation. The ethics committee of the University of Regensburg waived the need for an ethics approval for our study - after submission of the planned project. An informed consent to participate was obtained from all of the participants of the study before the study started. The study design chosen here did not include a parallel control group for the intervention to avoid depriving the participating professional groups of newly designed courses after implementation. In the 22/23 winter semester, the planning phase had not yet been completed, but the learning objectives were clear so that the OSCE station could be designed and used in advance. Furthermore, as pre/post analyses can influence the results of the posttest analysis [25], especially in the context of performance assessments, we decided to choose the nonparallel intervention model. As TU was mandatory for the whole cohort, no sampling was needed. Results 172 MS completed the OSCE in the winter semester 22/23 without having passed the IP TU. Afterwards, they answered the UWE-IP. A total of 168 MS completed the IP units and, later, the OSCE in the winter semester 23/24, and the UWE-IP questionnaire was performed before and after the IP units and the OSCE. The respective OSCE results are compared in Table 1. Comparing the overall OSCE performance in both cohorts (without counting the IP station), the overall result of the OSCE performance was the same for both cohorts. This showed that the two cohorts were very well comparable in terms of their performance levels, making the limitation negligible that we had no parallel intervention group. With respect to IP performance, there was a significant increase in OSCE performance in the course cohort in the categories of general communication, handover and overall score. There was also an increase in the Team Communication and Overall Impression categories, but this increase was not statistically significant, probably because of the small point value of the two categories. Overall, the total performance of the IP station increased from 69.6% to 77.6%. MS achieved the greatest increase in the general communication category from 74.9 to 88.5%. In the TOST equivalence test, the null hypothesis that there is a statistically significant difference between the examiner results of nursing staff and medical staff was refuted in all categories except for the team communication category, thus refuting the IP interrater variability. Both professional groups came to the same OSCE performance results when the MS were assessed via the checklist. In the UWE-IP (Table 2), there was a significant improvement in the attitudes of the MS, measured by the mean of the score before and after the course, in the categories of IP relationships, IP interactions and communication and teamwork. IP Learning improved slightly but not significantly. Unfortunately, we unintentionally incurred a transmission error when collecting the UWE-IP data. In the control semester, the IP relationship scale was recorded with 8 items; unfortunately, in the intervention semester, only 7 items were recorded. In this respect, this scale can only be assessed to a limited extent. For the comparison, we had to use a relationship scale with 7 items. We have indicated this in the table. Nevertheless, we categorised the results as relevant and worth reporting. Furthermore, the number of pre- and posttest analyses carried out in the MS are very different. The participants could not be matched. In this respect, we were unable to carry out a classic preposttest analysis with paired t tests. However, we took this into account in the statistical analysis by using the Welch t test. The higher response rate in the posttest predisposes to a more negative result by involving probably more of the less interested and motivated students. Therefore, the changes may even be underestimated by the different response rates. As we were also able to carry out pretest analyses with NuS and EPS, we can compare the initial values between the three professional groups in Table 3. Overall, all three professional groups show a positive basic attitude toward their own IP relationships, a still positive attitude toward IP learning, a neutral position on the self-assessment of communication and teamwork and a striking negative perception of IP interactions among the EPS and MS, with the NuS just barely in the neutral range. Furthermore, the data show a significantly more negative initial perception of IP interactions for the EPS than for the NuS and MS. The MS had a significantly more positive basic attitude toward their own IP relationships than did the NuS. In MS, OSCE IP performance correlated independently of the course, with a more positive attitude towards IR and a positive self-assessment of their own CT (IR: r=-0.15, p<0.05, n=232; CT: r=-0.17, p<0.05, n=243). As there were a few inconsistencies in the allocation, some cases had to be removed from the analysis. The data of both cohorts were taken into account here. Discussion The value of the study is so much greater that the OSCE also included students who were less interested in IP themes by studying the whole cohort, meaning that we are dealing with a heterogeneous group and that we reach all the students. IP performance With respect to the addressed categories in the OSCE checklist and the objectives of the TU, there was a perfect match with regard to content fulfilling the principle of constructive alignment. Compared with the control group, we were able to show for the first time that a curricular IP course unit led to a significant increase in IP performance overall and in two subcategories. Interestingly, the general communication category, in particular, improved. In this category, test objectives such as symmetry and respectful behaviour were evaluated, which were not explicitly addressed in the training courses but rather implicitly included in the course the whole time. The feedback category remained good at 78.6% and 80.2%, respectively. To work out different behaviours and communication skills between the students for feedback in the future, the transmitted feedback problem and the discriminators need to be more complex. Zaudke et al. [17] reported a significant increase in the total score in their pre-post analysis of an IP team OSCE. The subcategory communication was not further differentiated but also increased but did not reach statistical significance, with 16 teams and thus a small number of cases. Other studies with pre/post analyses or control groups in the IP context refer to a change in attitudes. Thus, for the first time, we were able to compare IP performance between a course cohort and a control cohort and determine that a mandatory, curricular, compact IP communication course leads to an increase in IP communicative competence. The test for equivalence in the assessment of OSCE performance between nurses and physicians as examiners provides evidence of good reliability of the checklist used on the one hand and the same assessment by a group of examiners from both the same profession and different professions. IP attitudes It has already been shown that IP learning is not equally interesting and relevant for all MS. There are both professional group-specific and personal differences in the published studies. Roopnarine et al. [26] showed that, as part of a teaching project and using the RIPLS score, MS had a lower readiness for IP learning than did students from other professional groups. In contrast, Song et al. [27] reported equal readiness for IP learning between NuS and MS. Spada et al. [28] revealed in a survey (cross-sectional study) using the RIPLS online that there are, for example, gender differences in the view of IP learning. Professional group differences are probably less relevant here than personal differences are, as was also shown in the work of Acquavita et al. [29]. In most cases, the professional groups involved have a positive basic attitude, and rather, individual personal barriers stand in the way of openness towards the topic of the IP. Our participating professional groups also fit into this picture via the UWE IP with an overall positive basic attitude towards the IP learning of all the participating professional groups. Borchers et al. [30] used a mixed-method approach to investigate the changes in attitudes via the role perception questionnaire in the pre/post analysis and reported positive changes in the understanding of roles and the awareness of being mutually dependent on each other after they conducted a course on IP palliative care with different professional groups. When comparing the means of the pre- and posttest analyses of our MS, we were pleased to see a positive change in the self-assessment of our own IP relationships, communication skills and teamwork. Particularly noteworthy is the improvement in the perception of IP interactions, which were previously perceived as poor and could at least be raised to a neutral level throughout the course. The negative view of the observed IP interactions, especially by the EPS, should alert us. There is obviously a great need for action in the IP education field, and the need to implement a longitudinal IP curriculum is emphasised. Interestingly, the self-assessments of all the professional groups analysed are rather positive, but reality tells us differently. For example, Krug et al. [31] investigated the attitudes of trained nurses, doctors and other healthcare professionals using the UWE IP before, during and after an IP communication course at an oncology centre in Heidelberg. Here, the attitudes toward IP CT and IP relationships were positive but also only neutral toward the perceived IP interactions without any relevant changes during the course. Thus, the constellation here is similar to that of our trainees and shows how important IP education is. Obviously, there is a repeated discrepancy between self-perception and the everyday clinical experience of others—even with Krug in the professional setting—which would be worth evaluating in more detail from a psychological perspective: are the others always to blame for IP conflicts? Correlation between IP attitudes and performance The correlation analysis revealed that the higher OSCE IP performance of the MS correlated with a more positive attitude towards IR and a positive self-assessment of their own CT, regardless of the course. Against this background, the average improvement of the entire cohort in IP attitudes in the UWE IP is categorised as extremely relevant and target oriented in terms of good team communication. To our knowledge, there are no data to date that correlate IP attitudes with IP OSCE performance. Bhushan et al. reported a significant correlation between positive attitudes and communication skills in an IP setting on the topic of preparedness for a radiation emergency, which was determined via a questionnaire without performance measurement [32]. Calabrese et al. [33] were only able to show a correlation between empathy and positive attitudes towards collaboration with carers. Against this background, we see the implementation of the IP course under investigation as an important step in the right direction: the start of a longitudinal curriculum with the aim of achieving the ‘Triple Aim’ proclaimed by the American Institute for Healthcare Improvement: improving patient care, reducing healthcare costs and achieving job satisfaction for healthcare stakeholders. Conclusion The integration of IP training into the curriculum of all team professions in a longitudinal format is of central importance for a functioning healthcare system. However, more compact courses can also lead to success and positively change IP attitudes. It is important to reach all students through a curricular format, e.g., by integrating them into existing curricular courses. Compulsory attendance is also helpful for the success of courses. Our data show that positive IP attitudes correlate directly with good IP performance and are therefore more desirable. The newly designed OSCE station is a feasible tool for quantifying IP communication performance. This approach produced reasonable results that could even be correlated with positive IP attitudes. The negative IP interactions perceived or observed by all adolescent professional groups in everyday life are alarming and emphasise the need to implement a longitudinal IP curriculum. It would be interesting to measure the IP performance at a corresponding OSCE station of the other healthcare professions involved. The content of the OSCE station can easily be mirrored and carried out with a standardised doctor. Furthermore, our data do not allow any statement of the long-term effect of such TU. Further studies need to be done for that purpose. Abbreviations EPS Emergency paramedics students IP Interprofessional MS Medical students MV Mean value NuS Nurse students OSCE Objective structured clinical examination SP Standarised patient TU Teaching unit UWE-IP University of the West of England - interprofessional Declarations Ethics approval and consent to participate All participants agreed with the scientific evaluation. The ethics committee of the University of Regensburg waived the need for an ethics approval for our study. An informed consent to participate was obtained from all of the participants of the study before the study started. Clinical trial number: not applicable Consent for publication Not applicable Availability of data and materials All the data generated or analysed during this study are included in this published article. The datasets analysed during the current study are available from the corresponding author upon reasonable request. Competing interests The authors declare that they have no competing interests. Funding No funding contributed to the present study. Authors' contributions SF developed the concept of a systemic, scientific approach to the IP TU project, developed the IP OSCE station, revised the data, generated the statistics and was a major contributor to the writing of the manuscript. IL, FS and AW developed the concept of the underlying TU and of the IP OSCE station. CF supported the implementation of the OSCE and supported the improvement of the TU and OSCE. EH and CN supported the writing of the manuscript. LM supported the development of the TU and the IP OSCE. SK implemented the UWE-IP questionnaire, developed the scientific approach and revised the manuscript. JHS developed the concept of the TU and of the assessment and revised the manuscript. All the authors have read and approved the final manuscript." 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J Am Osteopath Assoc. 2013;113:898–907. doi:10.7556/jaoa.2013.068. Tables Table 1: Comparison of the mean values (MV±SD, absolute as points (P) and in percent (%)) for the OSCE performance of MS of the winter semester 22/23 and winter semester 23/24 cohorts with teaching unit (TU). Significant differences in the unpaired t-test at p<0.05 marked with *. The absolute MV of the examiners between physicians and nurses in winter semester 23/24 showed no significant differences in the paired t-test and were also tested for equality using a two one-sided equivalence test (# for p<0.001 for equality). Category max. achievable points (P) winter semester 22/23 n=172 examiner: physician winter semester 23/24 with additional TU n=168 examiner: physician winter semester 23/24 with additional TU n=1 66 examiner: nurse General communication 7 5,2±1,7 P * 6,2±1,1 P 6,3±1,3 P # 74,9±24,7 % * 88,5±15,7 % 89,3±18,8 % Handover 8 4,8±2,1 P * 5,5±1,9 P 5,6±2 P # 59,7±25,6 % * 68,6±24 % 70,2±25,4 % Team communication 4 2,9±1,5 P 3,1±1,3 P 3,0±1,3 P 73,3±37,1 % 78,1±32,5 % 74,9±33,1 % Feedback 4 3,2±0,9 P 3,2±0,8 P 3,3±0,8 P # 78,6±21,6 % 80,2±20,2 % 82,5,5±21,2 % Overall impression 2 1,3±0,5 P 1,37±0,5 P 1,34±0,5 P # 65,3±25 % 68,6±25,1 66,9±25,7 % Total points 25 17,4±4,4 P * 19,4±3,9 P 19,5±4,3 P # 69,6±17,5 % * 77,6±15,8 % 78,0±17,4 % OSCE results without IP 100 91,7±5,4 P 91,7±4,9 P - 91,7±5,4 % 91,7±4,9 % - Table 2: Results of the UWE-IP questionnaire of the medical students in pre- and post-analysis as mean value (MV±SD). Significant differences in the Welch two-sample t-test (p<0.05) between MV pre and post are marked with *. The lower the MV, the more positive the attitudes of the group. Scales of UWE-IP Pre UWE-IP Post UWE-IP IP Relationships # 14,4±3,5* (n=46) 12,4±3,5 (n=117) IP Interaction 31,9±4,1* (n=47) 28,5±4,7 (n=119) IP Learning 18,5±7,5 (n=48) 18,1±6,8 (n=124) Communication and Teamwork 21,5±3,4* (n=49) 19,4±3,9 (n=131) # Scale IP Relationships was only carried out with 7 instead of 8 items due to a transmission error (item 1 – 7). Table 3: Results of the UWE-IP questionnaire in the pre-analysis as mean value (MV±SD) of all participating professional groups. Testing using a single-factor analysis of variance with subsequent post-hoc analysis using Tukey's HSD test. Significant differences between MS and NuS are marked with *, between MS and EPS with +, between NuS and EPS with ‘. MS = medical students, NuS = nursing students, EPS = emergency paramedics students. The lower the MV, the more positive the attitudes of the group. Scales of UWE-IP MS NuS EPS IP Relationships # 14,4±3,5* + (n=46) 17,6±5,7 (n=23) 16,6±3,8 (n=21) IP Interaction 31,9±4,1 + (n=47) 29,1±6,0 „ (n=23) 34,1±4,2 (n=21) IP Learning 18,5±7,5 + (n=48) 19,4±7,1 (n=25) 20,7±7,1 (n=20) Communication and Teamwork 21,5±3,4* + (n=49) 22,8±5,6 (n=22) 22,2±4,4 (n=22) # Scale IP Relationships was only carried out with 7 instead of 8 items due to a transmission error (item 1 – 7). Additional Declarations No competing interests reported. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6263997","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":453211231,"identity":"832fb606-a5c8-4f65-ad71-c47124a74b69","order_by":0,"name":"Sabine Fredersdorf","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABDUlEQVRIiWNgGAWjYFACHoYDQJIfiA2AmBmIDh9gbGBgAGG8WiQb4FrY0hIIamFA05JjgFeLfPvZg4cLKhgkzNubNz6u+GMtZ97G801y5h4G2X4cWgzO5CUcnnGGQULmzLFiw7Nt6cYyx3i3SW54xmA8E4c1Bgw5Bod52xjqJCRyzCQbGw4nzpDv3Sb54ABD4oYDOBzW/wao5R+DhIT8G/OfDX+AWth4noG17MehheEGyJYGoBYJHjPGBjawFjbJDSBbcPnlxruEwzzHQDrSiiUbgX6RYGMztpxxQMJ4Bk6H5R7+zFNjIyHBfnjjxwZgiEmwMT+82XPARrYfh/ehQIIIkVEwCkbBKBgFxAMApRtbOPCrgIYAAAAASUVORK5CYII=","orcid":"","institution":"University Hospital Regensburg","correspondingAuthor":true,"prefix":"","firstName":"Sabine","middleName":"","lastName":"Fredersdorf","suffix":""},{"id":453211232,"identity":"67156290-7c58-4653-a13b-284652ec85e6","order_by":1,"name":"Ilona Stocker","email":"","orcid":"","institution":"University Hospital Regensburg, Stabsstelle Personalentwicklung- Ausbildung Pflege","correspondingAuthor":false,"prefix":"","firstName":"Ilona","middleName":"","lastName":"Stocker","suffix":""},{"id":453211233,"identity":"3f41fb1b-478d-4bd3-b8bd-f795a509e038","order_by":2,"name":"Franziska Staab","email":"","orcid":"","institution":"University Hospital Regensburg, Stabsstelle Personalentwicklung- Ausbildung Pflege","correspondingAuthor":false,"prefix":"","firstName":"Franziska","middleName":"","lastName":"Staab","suffix":""},{"id":453211234,"identity":"fb99b023-fe7c-495e-ad3c-50924feb5709","order_by":3,"name":"Andreas Wiesner","email":"","orcid":"","institution":"Berufsfachschule für Notfallsanitäter des Bayerischen Roten Kreuzes DE","correspondingAuthor":false,"prefix":"","firstName":"Andreas","middleName":"","lastName":"Wiesner","suffix":""},{"id":453211235,"identity":"1359c478-8eaa-428f-9940-b207c66d7d8e","order_by":4,"name":"Christine Fehlner","email":"","orcid":"","institution":"University of Regensburg","correspondingAuthor":false,"prefix":"","firstName":"Christine","middleName":"","lastName":"Fehlner","suffix":""},{"id":453211238,"identity":"7a7dbbcc-18e7-41e7-8dc5-3233d6314ca2","order_by":5,"name":"Elena Hamers","email":"","orcid":"","institution":"University Hospital Regensburg","correspondingAuthor":false,"prefix":"","firstName":"Elena","middleName":"","lastName":"Hamers","suffix":""},{"id":453211239,"identity":"fc47c06f-74a4-472b-a96d-a3a6acad225b","order_by":6,"name":"Charlotte Neubert","email":"","orcid":"","institution":"University Hospital Regensburg","correspondingAuthor":false,"prefix":"","firstName":"Charlotte","middleName":"","lastName":"Neubert","suffix":""},{"id":453211241,"identity":"02473e0a-525c-40cc-8fae-68eb37fae534","order_by":7,"name":"Lars S Maier","email":"","orcid":"","institution":"University Hospital Regensburg","correspondingAuthor":false,"prefix":"","firstName":"Lars","middleName":"S","lastName":"Maier","suffix":""},{"id":453211243,"identity":"234507ae-32f0-464f-a410-dfb57aa06710","order_by":8,"name":"Jobst-Hendrik Schultz","email":"","orcid":"","institution":"University Hospital Heidelberg","correspondingAuthor":false,"prefix":"","firstName":"Jobst-Hendrik","middleName":"","lastName":"Schultz","suffix":""},{"id":453211246,"identity":"02ae64f1-4719-4f52-b472-1ca54988bd5d","order_by":9,"name":"Stephanie Keil","email":"","orcid":"","institution":"University of Regensburg","correspondingAuthor":false,"prefix":"","firstName":"Stephanie","middleName":"","lastName":"Keil","suffix":""}],"badges":[],"createdAt":"2025-03-19 18:53:08","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6263997/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6263997/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":82250576,"identity":"c463ea40-48b4-42d4-809d-75b6f35b1360","added_by":"auto","created_at":"2025-05-08 09:59:35","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":771039,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6263997/v1/b1867273-47d5-43d9-8f7c-19fd53776115.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Exploring the benefits of a short practical teaching unit for interprofessional communication and attitudes - Results from an assessment of third-year medical student cohorts","fulltext":[{"header":"Introduction","content":"\u003cp\u003eSuccessful IP communication is a decisive step in high-quality patient care. Numerous studies have shown that communication errors between different healthcare professions are a frequent cause of treatment errors and poor patient care and lead to significant cost increases in the healthcare system [1],\n \u003c!--[if supportFields]\u003e\u003cspan style='mso-element:field-begin'\u003e\u003c/span\u003eADDIN 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In the USA, data from the governmental authority (Joint Commission for Hospital Accreditation) analysed 2455 errors in treatment and reported that 70% of these malpractice cases were due to communication errors. 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students","Translators":[],"Volume":"32","Year":"2020","YearResolved":"2020","CreatedBy":"_Sabine Fredersdorf-Hahn","CreatedOn":"2025-02-07T17:10:50","ModifiedBy":"_User","Id":"05fe5b54-99bf-4228-81a0-1281cf90917e","ModifiedOn":"2025-02-14T23:29:23","Project":{"$ref":"8"}},"UseNumberingTypeOfParentDocument":false}],"FormattedText":{"$id":"22","Count":1,"TextUnits":[{"$id":"23","FontStyle":{"$id":"24","Neutral":true},"ReadingOrder":1,"Text":"[7]"}]},"Tag":"CitaviPlaceholder#52ed4adb-c0a6-4e5b-b8f7-87f68ba4a15c","Text":"[7]","WAIVersion":"6.19.2.1"}}\u003c/span\u003e\u003cspan style='mso-element:field-separator'\u003e\u003c/span\u003e\u003c![endif]--\u003e\u003cspan lang=\"EN-GB\"\u003e[7]\u003c/span\u003e\n \u003c!--[if supportFields]\u003e\u003cspan style='mso-element:field-end'\u003e\u003c/span\u003e\u003c![endif]--\u003e\u003cspan lang=\"EN-GB\"\u003e.\u0026nbsp;\u003c/span\u003eNevertheless, the benefit of such IPE has rarely been investigated. Most of the studies evaluated IPE teaching units (TU) via self-assessment questionnaires. For example, Ogunyemi et al. [8] showed in a large-scale study that an IP gynaecology course led to a significant improvement in the self-assessment of self-confidence for these course contents and the personal attitudes towards these courses. However, IP competences were not evaluated. They showed that the IP character of the course was not able to promote sustainable learning in the long term in relation to the learning objectives.\u003c/p\u003e\n\u003cp\u003eBerger et al. [9] used the validated UWE-IP questionnaire (University of the West of England) [10] in the German translation form\n \u003c!--[if supportFields]\u003e\u003cspan style='mso-element:field-begin'\u003e\u003c/span\u003eADDIN CitaviPlaceholder{{"$id":"1","$type":"SwissAcademic.Citavi.Citations.WordPlaceholder, SwissAcademic.Citavi","Entries":[{"$id":"2","$type":"SwissAcademic.Citavi.Citations.WordPlaceholderEntry, SwissAcademic.Citavi","Id":"93b35411-de1d-45d2-82e0-651e4d29d33e","RangeLength":4,"ReferenceId":"69bffc97-f2b2-4dad-944f-a54a82111f5e","PageRange":{"$id":"3","$type":"SwissAcademic.PageRange, SwissAcademic","EndPage":{"$id":"4","$type":"SwissAcademic.PageNumber, SwissAcademic","IsFullyNumeric":false,"NumberingType":0,"NumeralSystem":0},"NumberingType":0,"NumeralSystem":0,"StartPage":{"$id":"5","$type":"SwissAcademic.PageNumber, SwissAcademic","IsFullyNumeric":false,"NumberingType":0,"NumeralSystem":0}},"Reference":{"$id":"6","$type":"SwissAcademic.Citavi.Reference, 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<ps>109</ps>\r\n</ep>\r\n<os>105-109</os>","Periodical":{"$id":"23","$type":"SwissAcademic.Citavi.Periodical, SwissAcademic.Citavi","Eissn":"1469-9567","Name":"Journal of interprofessional care","Pagination":0,"Protected":false,"UserAbbreviation1":"J Interprof Care","CreatedBy":"_Sabine Fredersdorf-Hahn","CreatedOn":"2024-01-28T17:27:05","ModifiedBy":"_Sabine Fredersdorf-Hahn","Id":"595069a3-76e2-435c-a51e-550c48f7bda8","ModifiedOn":"2024-01-28T17:27:05","Project":{"$ref":"8"}},"Publishers":[],"PubMedId":"27767361","Quotations":[],"Rating":0,"ReferenceType":"JournalArticle","ShortTitle":"Mahler, Berger et al. 2017 – Translation and psychometric properties","ShortTitleUpdateType":0,"SourceOfBibliographicInformation":"PubMed","StaticIds":["954f70ba-240b-402a-8b96-a299887976db"],"TableOfContentsComplexity":0,"TableOfContentsSourceTextFormat":0,"Tasks":[],"Title":"Translation and psychometric properties of the German version of the University of the West of England Interprofessional Questionnaire (UWE-IP)","Translators":[],"Volume":"31","Year":"2017","YearResolved":"2017","CreatedBy":"_Sabine Fredersdorf-Hahn","CreatedOn":"2024-01-28T20:35:44","ModifiedBy":"_User","Id":"69bffc97-f2b2-4dad-944f-a54a82111f5e","ModifiedOn":"2025-02-14T23:29:23","Project":{"$ref":"8"}},"UseNumberingTypeOfParentDocument":false}],"FormattedText":{"$id":"24","Count":1,"TextUnits":[{"$id":"25","FontStyle":{"$id":"26","Neutral":true},"ReadingOrder":1,"Text":"[11]"}]},"Tag":"CitaviPlaceholder#d71f135d-889a-4b84-87b3-24a7d75cfd33","Text":"[11]","WAIVersion":"6.19.2.1"}}\u003cspan style='mso-element:field-separator'\u003e\u003c/span\u003e\u003c![endif]--\u003e[11]\n \u003c!--[if supportFields]\u003e\u003cspan style='mso-bidi-font-weight:normal'\u003e\u003cspan style='mso-element:field-end'\u003e\u003c/span\u003e\u003c/span\u003e\u003c![endif]--\u003e to evaluate their IP communication course and were able to work out significant positive changes\u0026mdash;also without a control group. The UWE-IP is a specific IP questionnaire that is able to assess different IP personal attitudes and focuses on the categories of IP learning (self-assessment), IP interactions (perception of observed IP interactions), IP relationships (self-assessment) and Communication/Teamwork (self-asessment). Another widely used questionnaire is the RIPLS (Readiness for Interprofessional Learning Scale) [12], which focuses on differences in students\u0026apos; perceptions and attitudes towards IP learning.\u003c/p\u003e\n\u003cp\u003eMoreover, following the principle of constructive alignment [13], the students should be able to demonstrate their skills acquired at the TU to validate their learning success. The latter can be assessed via an IP OSCE station. In the Anglo-American region, the first IP OSCE station, which was developed in 2005, was described as a role play with a corresponding checklist [14]. Experienced doctors simulated a pair of parents who needed to be informed about further procedures regarding the diabetes treatment of their child. MS and NuS went through this scene together and were assessed separately. One of the focuses here was on the IP behaviour towards the partner examinee. There were no control groups. According to the pass marks set by the examiners, 84% of the participants passed.\u003c/p\u003e\n\u003cp\u003eThe IP OSCE is mostly used formatively and represents the teaching unit itself. In Cyr et al., the OSCE was used as an IP teaching unit, and a pre-post test analysis with self-assessment was conducted. Here, the OSCE resulted in significant changes [15].\u003c/p\u003e\n\u003cp\u003eMany IP team OSCEs focus on joint practical skills, such as Pang et al., where a dental team OSCE of dental technicians and dentists was evaluated [16]. Here, the joint performance could be assessed without a separate evaluation of the participants. In the self-assessment, differences were found between the groups. A joint performance also took place in the team IP teaching OSCE by Zaudke et al. [17], in which 64 participants (medicine, pharmacy, nursing) in teams of three met a simulation patient (SP) together as part of a team OSCE and were jointly assessed\u0026mdash;with a formative character\u0026mdash;after a joint learning phase in the outpatient sector.\u003c/p\u003e\n\u003cp\u003eAn interesting variant is the IP Team OSCE, in which the team consists of one examinee and 2 other standardised professional groups, as in Abeyaratne et al. [18]. In this large-scale study, pharmacy students demonstrated their shared decision-making skills as teamwork to a standardised patient and a standardised doctor. Despite the team, only the pharmacy student was assessed. The pharmacy students scored 79% on average in terms of the OSCE score, but without a control group. In a similar study [19], medical students were compared with a standardised patient and a standardised nurse in an OSCE. The medical students were assessed qualitatively via audio and video recording with the aid of a framework.\u003c/p\u003e\n\u003cp\u003eIn summary, the literature on the evaluation of learning success after IP teaching units primarily contains team OSCEs with a formative character, self-assessment questionnaires or OSCEs with one examinee and 2 standardised simulants. Most of the formats were very time-consuming and costly and had no control group. The studies presented here show that there are hardly any reliable data showing an increase in performance as a result of the IP TU, with the exception of the pre-post team OSCE by Zaudke et al. [17] with 16 teams (see above).\u003c/p\u003e\n\u003cp\u003eFortunately, first data reach level 4 in evidence of the learning effect after IPE according to Kirkpatrick\n \u003c!--[if supportFields]\u003e\u003cspan style='mso-element:field-begin'\u003e\u003c/span\u003e\u003cspan lang=EN-GB style='mso-ansi-language:EN-GB'\u003eADDIN 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style='mso-element:field-separator'\u003e\u003c/span\u003e\u003c![endif]--\u003e\u003cspan lang=\"EN-GB\"\u003e[20]\u003c/span\u003e\n \u003c!--[if supportFields]\u003e\u003cspan style='mso-element:field-end'\u003e\u003c/span\u003e\u003c![endif]--\u003e in a professional setting. Strasser et al. reported that interprofessional education (IPE) leads to an improvement in patient outcomes [21]: Systematic team training of professionals in the rehabilitation setting led to better patient outcomes after a stroke.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eDevelopment of a mixed assessment approach\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAs there were no previous IP courses in the faculty of medicine in Regensburg, a two-part curricular, mandatory TU unit was introduced and added to the curricular clinical examination course. Two of the existing 4 core competences of the IPEC (Interprofessional Education Collaborative)\n \u003c!--[if supportFields]\u003e\u003cspan style='mso-element:field-begin'\u003e\u003c/span\u003e\u003cspan lang=EN-GB style='mso-ansi-language: EN-GB'\u003eADDIN CitaviPlaceholder{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}\u003c/span\u003e\u003cspan style='mso-element:field-separator'\u003e\u003c/span\u003e\u003c![endif]--\u003e\u003cspan lang=\"EN-GB\"\u003e[22]\u003c/span\u003e\n \u003c!--[if supportFields]\u003e\u003cspan style='mso-element:field-end'\u003e\u003c/span\u003e\u003c![endif]--\u003e were addressed this new TU: the awareness of roles and responsibilities and IP communication. The IP communication part focused on training for IP handover, team communication and feedback. Concerning assessment, no suitable IP OSCE station focusing on communication with a quantitative evaluation option was found in the literature.\u003c/p\u003e\n\u003cp\u003eSince our TU on IP Communication and Roles had a curricular format with a large number of students and the accompanying OSCE station needed to be integrated into an existing rotation of 5 further OSCE stations, a new IP OSCE station was designed, taking into account limited time and limited financial resources by using a single simulator. Furthermore, our aim was to measure the changes in competences. For this purpose, the cohort prior to the introduction of the TU served as a control group.\u003c/p\u003e\n\u003cp\u003eOur aim was to examine the changes in the IP communicative competences of the MS after a short IP course unit in a curricular setting and to carry out an accompanying self-assessment using the UWE-IP questionnaire before and after the course to examine the changes in attitudes towards IP topics and their correlation with the OSCE performance results.\u003c/p\u003e\n\u003cp\u003eIn doing so, we attempt to answer the following research questions:\u003c/p\u003e\n\u003cp\u003eDoes IP TU lead to an improvement in OSCE communication performance?\u003c/p\u003e\n\u003cp\u003eDoes the IP TU lead to an improvement in the IP attitudes of MS?\u003c/p\u003e\n\u003cp\u003eIs there a positive correlation between OSCE performance and IP attitudes?\u003c/p\u003e"},{"header":"Methodology","content":"\u003cp\u003eWe conducted a prospective, nonrandomised open intervention study. The intervention occurred after the control cohort went through the tests so that the two cohorts did not run in parallel.\u003c/p\u003e\n\u003cp\u003eCurriculum and course\u003c/p\u003e\n\u003cp\u003eIn the 3\u003csup\u003erd\u003c/sup\u003e year, all MS students in Regensburg completed the curricular clinical examination course. In the winter semester of 2023/24, the IP teaching unit was newly introduced and complemented this course after a pilot phase in the summer semester of 2023. NuS were in their 2nd year of training and were also required to attend the course, as were the EPS (2nd year of training). In contrast to the NuS and MS, the EPS had already attended numerous teaching units on teamwork in the Team Resource Management block (40 units) in their first year of study. The IP course itself extends over two teaching units per participant, each lasting 3 h. The first focuses on responsibilities, roles, communication errors and the basics of feedback in the IP context and is treated in workshops. The second unit is based on IP training in providing feedback, systematic handover and practicing team communication, each of which is introduced by clinical simulation scenarios supported by SP.\u003c/p\u003e\n\u003cp\u003eAssessment\u003c/p\u003e\n\u003cp\u003eThe assessment of IP performance with a focus on feedback, handover and team communication was carried out via an OSCE station, which was designed by our IP working group and became part of an existing five-station OSCE of the clinical examination course. Each category of the checklist was developed with the IP working group, and a consensus was reached for every checklist item. The final checklist was composed of 5 categories: general communication, feedback, handover, team communication and overall impression. The general communication items are related to appropriate language, symmetry, appropriate inception and finish; the feedback items are related mainly to the WWW 3 step rule [23] (WWW in German for perception, effect and wish); the handover items are related to the ISBAR pattern [24]; and the communication items are related to the share and seek principle [19]. There were nine minutes per station, including reading time. After completing the course, a new rotation took place with 1-minute feedback per station.\u003c/p\u003e\n\u003cp\u003eTo generate a resource-saving, standardised IP station that could be integrated into the existing OSCE, a patient vignette was placed in the reading-in time, which triggered the three focal points mentioned above for the follow-up discussion. This means that there was no need for a SP. A standardised nurse awaited the MS in the room for the IP discussion, simulating a daily clinical routine.\u003c/p\u003e\n\u003cp\u003eThe content of the vignette concerned a lymphoma patient who gave the MS much information during the ward round, including an urgent request for early discharge and a neighboring patient who had been mistakenly given breakfast despite urgent gastroscopy. In addition, the nursing staff have information from the night (fever and pain) that is unknown to the MS and should be included in the decision-making process according to the \u0026lsquo;share and seek\u0026rsquo; principle [19]. A physician and a nurse performed the rating independently and simultaneously. The cohort from the previous winter semester, 22/23, which had not yet received the course unit and had content from lectures and seminars (in medical sociology), acted as a control group. The IP OSCE station was rated but not graded for both cohorts, in contrast to the other OSCE stations, which were graded. The MS were informed about that fact in advance.\u003c/p\u003e\n\u003cp\u003eIn addition, attitudes and perceptions on the IP topics were recorded via the UWE-IP questionnaire mentioned above [10]. First, the UWE IP was applied before the course by all three participating professional groups. This was carried out once again by the MS after the course and the OSCE. Furthermore, a correlation was investigated between the results of the UWE-IP questionnaire after the OSCE and the performance at the OSCE IP station.\u003c/p\u003e\n\u003cp\u003eThe statistical analysis was carried out via SPSS and R via t tests, the Welch-T test and Pearson\u0026apos;s correlation analysis. The three-group comparison of the UWE-IP was carried out via single-factor analysis of variance with subsequent post hoc analysis and Tukey\u0026apos;s HSD test. The equality of OSCE results between nurses and doctors as examiners was tested via a two one-sided equivalence test (TOST). All participants agreed with the scientific evaluation. The ethics committee of the University of Regensburg waived the need for an ethics approval for our study - after submission of the planned project. An informed consent to participate was obtained from all of the participants of the study before the study started.\u003c/p\u003e\n\u003cp\u003eThe study design chosen here did not include a parallel control group for the intervention to avoid depriving the participating professional groups of newly designed courses after implementation. In the 22/23 winter semester, the planning phase had not yet been completed, but the learning objectives were clear so that the OSCE station could be designed and used in advance. Furthermore, as pre/post analyses can influence the results of the posttest analysis [25], especially in the context of performance assessments, we decided to choose the nonparallel intervention model.\u003c/p\u003e\n\u003cp\u003eAs TU was mandatory for the whole cohort, no sampling was needed.\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003e172 MS completed the OSCE in the winter semester 22/23 without having passed the IP TU. Afterwards, they answered the UWE-IP. A total of 168 MS completed the IP units and, later, the OSCE in the winter semester 23/24, and the UWE-IP questionnaire was performed before and after the IP units and the OSCE. The respective OSCE results are compared in Table 1. Comparing the overall OSCE performance in both cohorts (without counting the IP station), the overall result of the OSCE performance was the same for both cohorts. This showed that the two cohorts were very well comparable in terms of their performance levels, making the limitation negligible that we had no parallel intervention group.\u003c/p\u003e\n\u003cp\u003eWith respect to IP performance, there was a significant increase in OSCE performance in the course cohort in the categories of general communication, handover and overall score. There was also an increase in the Team Communication and Overall Impression categories, but this increase was not statistically significant, probably because of the small point value of the two categories. Overall, the total performance of the IP station increased from 69.6% to 77.6%. MS achieved the greatest increase in the general communication category from 74.9 to 88.5%. In the TOST equivalence test, the null hypothesis that there is a statistically significant difference between the examiner results of nursing staff and medical staff was refuted in all categories except for the team communication category, thus refuting the IP interrater variability. Both professional groups came to the same OSCE performance results when the MS were assessed via the checklist.\u003c/p\u003e\n\u003cp\u003eIn the UWE-IP (Table 2), there was a significant improvement in the attitudes of the MS, measured by the mean of the score before and after the course, in the categories of IP relationships, IP interactions and communication and teamwork. IP Learning improved slightly but not significantly. Unfortunately, we unintentionally incurred a transmission error when collecting the UWE-IP data. In the control semester, the IP relationship scale was recorded with 8 items; unfortunately, in the intervention semester, only 7 items were recorded. In this respect, this scale can only be assessed to a limited extent. For the comparison, we had to use a relationship scale with 7 items. We have indicated this in the table. Nevertheless, we categorised the results as relevant and worth reporting.\u003c/p\u003e\n\u003cp\u003eFurthermore, the number of pre- and posttest analyses carried out in the MS are very different. The participants could not be matched. In this respect, we were unable to carry out a classic preposttest analysis with paired t tests. However, we took this into account in the statistical analysis by using the Welch t test. The higher response rate in the posttest predisposes to a more negative result by involving probably more of the less interested and motivated students. Therefore, the changes may even be underestimated by the different response rates.\u003c/p\u003e\n\u003cp\u003eAs we were also able to carry out pretest analyses with NuS and EPS, we can compare the initial values between the three professional groups in Table 3. Overall, all three professional groups show a positive basic attitude toward their own IP relationships, a still positive attitude toward IP learning, a neutral position on the self-assessment of communication and teamwork and a striking negative perception of IP interactions among the EPS and MS, with the NuS just barely in the neutral range. Furthermore, the data show a significantly more negative initial perception of IP interactions for the EPS than for the NuS and MS. The MS had a significantly more positive basic attitude toward their own IP relationships than did the NuS.\u003c/p\u003e\n\u003cp\u003eIn MS, OSCE IP performance correlated independently of the course, with a more positive attitude towards IR and a positive self-assessment of their own CT (IR: r=-0.15, p\u0026lt;0.05, n=232; CT: r=-0.17, p\u0026lt;0.05, n=243). As there were a few inconsistencies in the allocation, some cases had to be removed from the analysis. The data of both cohorts were taken into account here.\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe value of the study is so much greater that the OSCE also included students who were less interested in IP themes by studying the whole cohort, meaning that we are dealing with a heterogeneous group and that we reach all the students.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eIP performance\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWith respect to the addressed categories in the OSCE checklist and the objectives of the TU, there was a perfect match with regard to content fulfilling the principle of constructive alignment. Compared with the control group, we were able to show for the first time that a curricular IP course unit led to a significant increase in IP performance overall and in two subcategories. Interestingly, the general communication category, in particular, improved. In this category, test objectives such as symmetry and respectful behaviour were evaluated, which were not explicitly addressed in the training courses but rather implicitly included in the course the whole time. The feedback category remained good at 78.6% and 80.2%, respectively. To work out different behaviours and communication skills between the students for feedback in the future, the transmitted feedback problem and the discriminators need to be more complex. Zaudke et al. [17] reported a significant increase in the total score in their pre-post analysis of an IP team OSCE. The subcategory communication was not further differentiated but also increased but did not reach statistical significance, with 16 teams and thus a small number of cases. Other studies with pre/post analyses or control groups in the IP context refer to a change in attitudes. Thus, for the first time, we were able to compare IP performance between a course cohort and a control cohort and determine that a mandatory, curricular, compact IP communication course leads to an increase in IP communicative competence.\u003c/p\u003e\n\u003cp\u003eThe test for equivalence in the assessment of OSCE performance between nurses and physicians as examiners provides evidence of good reliability of the checklist used on the one hand and the same assessment by a group of examiners from both the same profession and different professions.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eIP attitudes\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIt has already been shown that IP learning is not equally interesting and relevant for all MS. There are both professional group-specific and personal differences in the published studies. Roopnarine et al. [26] showed that, as part of a teaching project and using the RIPLS score, MS had a lower readiness for IP learning than did students from other professional groups. In contrast, Song et al. [27] reported equal readiness for IP learning between NuS and MS. Spada et al. [28] revealed in a survey (cross-sectional study) using the RIPLS online that there are, for example, gender differences in the view of IP learning. Professional group differences are probably less relevant here than personal differences are, as was also shown in the work of Acquavita et al. [29]. In most cases, the professional groups involved have a positive basic attitude, and rather, individual personal barriers stand in the way of openness towards the topic of the IP. Our participating professional groups also fit into this picture via the UWE IP with an overall positive basic attitude towards the IP learning of all the participating professional groups.\u003c/p\u003e\n\u003cp\u003eBorchers et al. [30] used a mixed-method approach to investigate the changes in attitudes via the role perception questionnaire in the pre/post analysis and reported positive changes in the understanding of roles and the awareness of being mutually dependent on each other after they conducted a course on IP palliative care with different professional groups. When comparing the means of the pre- and posttest analyses of our MS, we were pleased to see a positive change in the self-assessment of our own IP relationships, communication skills and teamwork. Particularly noteworthy is the improvement in the perception of IP interactions, which were previously perceived as poor and could at least be raised to a neutral level throughout the course. The negative view of the observed IP interactions, especially by the EPS, should alert us. There is obviously a great need for action in the IP education field, and the need to implement a longitudinal IP curriculum is emphasised.\u003c/p\u003e\n\u003cp\u003eInterestingly, the self-assessments of all the professional groups analysed are rather positive, but reality tells us differently. For example, Krug et al. [31] investigated the attitudes of trained nurses, doctors and other healthcare professionals using the UWE IP before, during and after an IP communication course at an oncology centre in Heidelberg. Here, the attitudes toward IP CT and IP relationships were positive but also only neutral toward the perceived IP interactions without any relevant changes during the course. Thus, the constellation here is similar to that of our trainees and shows how important IP education is. Obviously, there is a repeated discrepancy between self-perception and the everyday clinical experience of others\u0026mdash;even with Krug in the professional setting\u0026mdash;which would be worth evaluating in more detail from a psychological perspective: are the others always to blame for IP conflicts?\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCorrelation between IP attitudes and performance\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe correlation analysis revealed that the higher OSCE IP performance of the MS correlated with a more positive attitude towards IR and a positive self-assessment of their own CT, regardless of the course. Against this background, the average improvement of the entire cohort in IP attitudes in the UWE IP is categorised as extremely relevant and target oriented in terms of good team communication. To our knowledge, there are no data to date that correlate IP attitudes with IP OSCE performance. Bhushan et al. reported a significant correlation between positive attitudes and communication skills in an IP setting on the topic of preparedness for a radiation emergency, which was determined via a questionnaire without performance measurement [32]. Calabrese et al. [33] were only able to show a correlation between empathy and positive attitudes towards collaboration with carers.\u003c/p\u003e\n\u003cp\u003eAgainst this background, we see the implementation of the IP course under investigation as an important step in the right direction: the start of a longitudinal curriculum with the aim of achieving the \u0026lsquo;Triple Aim\u0026rsquo; proclaimed by the American Institute for Healthcare Improvement: improving patient care, reducing healthcare costs and achieving job satisfaction for healthcare stakeholders.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThe integration of IP training into the curriculum of all team professions in a longitudinal format is of central importance for a functioning healthcare system. However, more compact courses can also lead to success and positively change IP attitudes. It is important to reach all students through a curricular format, e.g., by integrating them into existing curricular courses. Compulsory attendance is also helpful for the success of courses. Our data show that positive IP attitudes correlate directly with good IP performance and are therefore more desirable. The newly designed OSCE station is a feasible tool for quantifying IP communication performance. This approach produced reasonable results that could even be correlated with positive IP attitudes.\u003c/p\u003e \u003cp\u003eThe negative IP interactions perceived or observed by all adolescent professional groups in everyday life are alarming and emphasise the need to implement a longitudinal IP curriculum.\u003c/p\u003e \u003cp\u003eIt would be interesting to measure the IP performance at a corresponding OSCE station of the other healthcare professions involved. The content of the OSCE station can easily be mirrored and carried out with a standardised doctor.\u003c/p\u003e \u003cp\u003eFurthermore, our data do not allow any statement of the long-term effect of such TU. Further studies need to be done for that purpose.\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 302px;\"\u003e\n \u003cp\u003eEPS\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 302px;\"\u003e\n \u003cp\u003eEmergency paramedics students\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 302px;\"\u003e\n \u003cp\u003eIP\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 302px;\"\u003e\n \u003cp\u003eInterprofessional\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 302px;\"\u003e\n \u003cp\u003eMS\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 302px;\"\u003e\n \u003cp\u003eMedical students\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 302px;\"\u003e\n \u003cp\u003eMV\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 302px;\"\u003e\n \u003cp\u003eMean value\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 302px;\"\u003e\n \u003cp\u003eNuS\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 302px;\"\u003e\n \u003cp\u003eNurse students\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 302px;\"\u003e\n \u003cp\u003eOSCE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 302px;\"\u003e\n \u003cp\u003eObjective structured clinical examination\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 302px;\"\u003e\n \u003cp\u003eSP\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 302px;\"\u003e\n \u003cp\u003eStandarised patient\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 302px;\"\u003e\n \u003cp\u003eTU\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 302px;\"\u003e\n \u003cp\u003eTeaching unit\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 302px;\"\u003e\n \u003cp\u003eUWE-IP\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 302px;\"\u003e\n \u003cp\u003eUniversity of the West of England - interprofessional\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll participants agreed with the scientific evaluation. The ethics committee of the University of Regensburg waived the need for an ethics approval for our study. An informed consent to participate was obtained from all of the participants of the study before the study started.\u003c/p\u003e\n\u003cp\u003eClinical trial number: not applicable\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and materials\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll the data generated or analysed during this study are included in this published article. The datasets analysed during the current study are available from the corresponding author upon reasonable request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare that they have no competing interests.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNo funding contributed to the present study.\u003c/p\u003e\n\n\u003cp\u003e\u003cstrong\u003eAuthors\u0026apos; contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eSF developed the concept of a systemic, scientific approach to the IP TU project, developed the IP OSCE station, revised the data, generated the statistics and was a major contributor to the writing of the manuscript.\u003c/p\u003e\n\u003cp\u003eIL, FS and AW developed the concept of the underlying TU and of the IP OSCE station.\u003c/p\u003e\n\u003cp\u003eCF supported the implementation of the OSCE and supported the improvement of the TU and OSCE.\u003c/p\u003e\n\u003cp\u003eEH and CN supported the writing of the manuscript.\u003c/p\u003e\n\u003cp\u003eLM supported the development of the TU and the IP OSCE.\u003c/p\u003e\n\u003cp\u003eSK implemented the UWE-IP questionnaire, developed the scientific approach and revised the manuscript.\u003c/p\u003e\n\u003cp\u003eJHS developed the concept of the TU and of the assessment and revised the manuscript.\u003c/p\u003e\n\u003cp\u003eAll the authors have read and approved the final manuscript.\u0026quot;\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgements\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWe thank the Department of General Practice and Health Services Research, University Hospital Heidelberg, Heidelberg, Germany, for providing the German version of the UWE-IP questionnaire.\u003c/p\u003e\n\u003cp\u003eWe thank Andreas M\u0026ouml;ltner, Faculty of Medicine Heidelberg, for reliable and patient support in the statistical analyses.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eBrock D, Abu-Rish E, Chiu C-R, Hammer D, Wilson S, Vorvick L, et al. Interprofessional education in team communication: working together to improve patient safety. Postgrad Med J. 2013;89:642\u0026ndash;51. doi:10.1136/postgradmedj-2012-000952rep.\u003c/li\u003e\n\u003cli\u003eDayton E, Henriksen K. Communication failure: basic components, contributing factors, and the call for structure. Jt Comm J Qual Patient Saf. 2007;33:34\u0026ndash;47. doi:10.1016/s1553-7250(07)33005-5.\u003c/li\u003e\n\u003cli\u003eLeonard M, Graham S, Bonacum D. The human factor: the critical importance of effective teamwork and communication in providing safe care. Qual Saf Health Care. 2004;13 Suppl 1:i85-90. doi:10.1136/qhc.13.suppl_1.i85.\u003c/li\u003e\n\u003cli\u003eLee H, Woodward-Kron R, Merry A, Weller J. Emotions and team communication in the operating room: a scoping review. Med Educ Online. 2023;28:2194508. doi:10.1080/10872981.2023.2194508.\u003c/li\u003e\n\u003cli\u003eMeyer JJ, Obmann MM, Gie\u0026szlig;ler M, Schuldis D, Br\u0026uuml;ckner A‒K, Strohm PC, et al. Interprofessional approach for teaching functional knee joint anatomy. Ann Anat. 2017;210:155\u0026ndash;9. doi:10.1016/j.aanat.2016.10.011.\u003c/li\u003e\n\u003cli\u003eRider AC, Anaebere TC, Nomura M, Duong D, Wills CP. A Structured Curriculum for Interprofessional Training of Emergency Medicine Interns. West J Emerg Med. 2019;21:149\u0026ndash;51. doi:10.5811/westjem.2019.11.44139.\u003c/li\u003e\n\u003cli\u003eJung H, Park KH, Min YH, Ji E. The effectiveness of interprofessional education programs for medical, nursing, and pharmacy students. Korean J Med Educ. 2020;32:131\u0026ndash;42. doi:10.3946/kjme.2020.161.\u003c/li\u003e\n\u003cli\u003eOgunyemi D, Haltigin C, Vallie S, Ferrari TM. Evolution of an obstetrics and gynecology interprofessional simulation-based education session for medical and nursing students. Medicine (Baltimore). 2020;99:e22562. doi:10.1097/md.0000000000022562.\u003c/li\u003e\n\u003cli\u003eBerger S, Mahler C, Krug K, Szecsenyi J, Schultz J-H. Evaluation of interprofessional education: lessons learned through the development and implementation of an interprofessional seminar on team communication for undergraduate health care students in Heidelberg - a project report. GMS J Med Educ. 2016;33:Doc22. doi:10.3205/zma001021.\u003c/li\u003e\n\u003cli\u003ePollard KC, Miers ME, Gilchrist M. Collaborative learning for collaborative working? Initial findings from a longitudinal study of health and social care students. Health Soc Care Community. 2004;12:346\u0026ndash;58. doi:10.1111/j.1365-2524.2004.00504.x.\u003c/li\u003e\n\u003cli\u003eMahler C, Berger S, Pollard K, Krisam J, Karstens S, Szecsenyi J, Krug K. Translation and psychometric properties of the German version of the University of the West of England Interprofessional Questionnaire (UWE-IP). J Interprof Care. 2017;31:105\u0026ndash;9. doi:10.1080/13561820.2016.1227964.\u003c/li\u003e\n\u003cli\u003eParsell G, Bligh J. The development of a questionnaire to assess the readiness of health care students for interprofessional learning (RIPLS). Med Educ. 1999;33:95\u0026ndash;100. doi:10.1046/j.1365-2923.1999.00298.x.\u003c/li\u003e\n\u003cli\u003eBiggs J. Enhancing teaching through constructive alignment. High Educ. 1996;32:347\u0026ndash;64. doi:10.1007/BF00138871.\u003c/li\u003e\n\u003cli\u003eMorison SL, Stewart MC. Developing interprofessional assessment. Learn Health Soc Care. 2005;4:192\u0026ndash;202. doi:10.1111/j.1473-6861.2005.00103.x.\u003c/li\u003e\n\u003cli\u003eCyr PR, Schirmer JM, Hayes V, Martineau C, Keane M. Integrating Interprofessional Case Scenarios, Allied Embedded Actors, and Teaching Into Formative Observed Structured Clinical Exams. Fam Med. 2020;52:209\u0026ndash;12. doi:10.22454/FamMed.2020.760357.\u003c/li\u003e\n\u003cli\u003ePang M, Dong Y, Zhao X, Wan J, Jiang L, Song J, et al. Virtual and Interprofessional Objective Structured Clinical Examination in Dentistry and Dental Technology: Development and User Evaluations. JMIR Form Res. 2024;8:e44653. doi:10.2196/44653.\u003c/li\u003e\n\u003cli\u003eZaudke JK, Chestnut C, Paolo A, Shrader S. The impact of an interprofessional practice experience on student behaviors related to interprofessional communication and teamwork. Journal of Interprofessional Education \u0026amp; Practice. 2016;4:9\u0026ndash;13. doi:10.1016/j.xjep.2016.06.003.\u003c/li\u003e\n\u003cli\u003eAbeyaratne C, Lim A, Krishnan S. A teamwork OSCE station - Encompassing shared decision making between a doctor, pharmacist and patient. Curr Pharm Teach Learn. 2024;16:124\u0026ndash;31. doi:10.1016/j.cptl.2023.12.014.\u003c/li\u003e\n\u003cli\u003eOza SK, Wamsley M, Boscardin CK, Batt J, Hauer KE. Medical students\u0026apos; engagement in interprofessional collaborative communication during an interprofessional observed structured clinical examination: A qualitative study. Journal of Interprofessional Education \u0026amp; Practice. 2017;7:21\u0026ndash;7. doi:10.1016/j.xjep.2017.02.003.\u003c/li\u003e\n\u003cli\u003eSmidt A, Balandin S, Sigafoos J, Reed VA. The Kirkpatrick model: A useful tool for evaluating training outcomes. J Intellect Dev Disabil. 2009;34:266\u0026ndash;74. doi:10.1080/13668250903093125.\u003c/li\u003e\n\u003cli\u003eStrasser DC, Falconer JA, Stevens AB, Uomoto JM, Herrin J, Bowen SE, Burridge AB. Team training and stroke rehabilitation outcomes: a cluster randomized trial. Arch Phys Med Rehabil. 2008;89:10\u0026ndash;5. doi:10.1016/j.apmr.2007.08.127.\u003c/li\u003e\n\u003cli\u003eInterprofessional Education Collaborative. IPEC core competencies for interprofessional collaborative practice: Version 3. 2023.\u003c/li\u003e\n\u003cli\u003ePastoors S, Becker JH, Ebert H, Auge M. Praxishandbuch werteorientierte F\u0026uuml;hrung: Kompetenzen erfolgreicher F\u0026uuml;hrungskr\u0026auml;fte im 21. Jahrhundert. 1st ed. Berlin, Heidelberg: Springer Berlin Heidelberg; 2019.\u003c/li\u003e\n\u003cli\u003eBurgess A, van Diggele C, Roberts C, Mellis C. Teaching clinical handover with ISBAR. BMC Med Educ. 2020;20:459. doi:10.1186/s12909-020-02285-0.\u003c/li\u003e\n\u003cli\u003eDimitrov DM, Rumrill, Jr., Phillip D. Pretest-posttest designs and measurement of change. Work. 2003;20:159\u0026ndash;65.\u003c/li\u003e\n\u003cli\u003eRoopnarine R, Boeren E. Applying the Readiness for Interprofessional Learning Scale (RIPLS) to medical, veterinary and dual degree Master of Public Health (MPH) students at a private medical institution. PLoS One. 2020;15:e0234462. doi:10.1371/journal.pone.0234462.\u003c/li\u003e\n\u003cli\u003eSong H-Y, Nam KA. The Need for and Perceptions of Interprofessional Education and Collaboration Among Undergraduate Students in Nursing and Medicine in South Korea. J Multidiscip Healthc. 2022;15:847\u0026ndash;56. doi:10.2147/JMDH.S359412.\u003c/li\u003e\n\u003cli\u003eSpada F, Caruso R, Notarnicola I, Maria M de, Duka B, Arapi A, et al. Describing the readiness for interprofessional education among university students attending healthcare programs: insights from a monocentric cross-sectional study. Acta Biomed. 2023;94:e2023249. doi:10.23750/abm.v94i5.14206.\u003c/li\u003e\n\u003cli\u003eAcquavita SP, Lewis MA, Aparicio E, Pecukonis E. Student perspectives on interprofessional education and experiences. J Allied Health. 2014;43:e31-6.\u003c/li\u003e\n\u003cli\u003eBorchers P, Bortz M, Hoffmann H, Seele K, Sch\u0026uuml;bel J. A mixed-methods evaluation of interprofessional education in palliative care: changes in student attitudes towards health professions. GMS J Med Educ. 2021;38:Doc104. doi:10.3205/zma001500.\u003c/li\u003e\n\u003cli\u003eKrug K, Bossert J, M\u0026ouml;llinger S, Deis N, Uns\u0026ouml;ld L, Siegle A, et al. Factors related to implementation of an interprofessional communication concept in thoracic oncology: a mixed-methods study. BMC Palliat Care. 2022;21:89. doi:10.1186/s12904-022-00977-6.\u003c/li\u003e\n\u003cli\u003eBhushan S, Malapure SS, D\u0026apos;Souza NR, Tandon P, Oommen S, G S, et al. Development and Validation of a New Tool to Measure Performance Knowledge and Communication Skill of Multidisciplinary Health Science Learners on Radiation Emergency Preparedness and Response Management. Disaster Med Public Health Prep. 2023;17:e425. doi:10.1017/dmp.2023.80.\u003c/li\u003e\n\u003cli\u003eCalabrese LH, Bianco JA, Mann D, Massello D, Hojat M. Correlates and changes in empathy and attitudes toward interprofessional collaboration in osteopathic medical students. J Am Osteopath Assoc. 2013;113:898\u0026ndash;907. doi:10.7556/jaoa.2013.068.\u003c/li\u003e\n\u003c/ol\u003e"},{"header":"Tables","content":"\u003cp\u003e\u003cstrong\u003eTable 1:\u0026nbsp;\u003c/strong\u003eComparison of the mean values (MV\u0026plusmn;SD, absolute as points (P) and in percent (%)) for the OSCE performance of MS of the winter semester 22/23 and winter semester 23/24 cohorts with teaching unit (TU). Significant differences in the unpaired t-test at p\u0026lt;0.05 marked with *. The absolute MV of the examiners between physicians and nurses in winter semester 23/24 showed no significant differences in the paired t-test and were also tested for equality using a two one-sided equivalence test (# for p\u0026lt;0.001 for equality).\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"650\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 145px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCategory\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 111px;\"\u003e\n \u003cp\u003e\u003cstrong\u003emax. achievable points (P)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ewinter semester 22/23 \u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003en=172\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003eexaminer: physician\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ewinter semester 23/24 with additional TU\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003en=168\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003eexaminer: physician\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 131px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ewinter semester 23/24 with additional TU\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003en=1\u003c/strong\u003e66\u003c/p\u003e\n \u003cp\u003eexaminer: nurse\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" style=\"width: 145px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eGeneral communication\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" style=\"width: 111px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 131px;\"\u003e\n \u003cp\u003e5,2\u0026plusmn;1,7 P *\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 131px;\"\u003e\n \u003cp\u003e6,2\u0026plusmn;1,1 P\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 131px;\"\u003e\n \u003cp\u003e6,3\u0026plusmn;1,3 P #\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 131px;\"\u003e\n \u003cp\u003e74,9\u0026plusmn;24,7 % *\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 131px;\"\u003e\n \u003cp\u003e88,5\u0026plusmn;15,7 %\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 131px;\"\u003e\n \u003cp\u003e89,3\u0026plusmn;18,8 %\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" style=\"width: 145px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHandover\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" style=\"width: 111px;\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 131px;\"\u003e\n \u003cp\u003e4,8\u0026plusmn;2,1 P *\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 131px;\"\u003e\n \u003cp\u003e5,5\u0026plusmn;1,9 P\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 131px;\"\u003e\n \u003cp\u003e5,6\u0026plusmn;2 P #\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 131px;\"\u003e\n \u003cp\u003e59,7\u0026plusmn;25,6 % *\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 131px;\"\u003e\n \u003cp\u003e68,6\u0026plusmn;24 %\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 131px;\"\u003e\n \u003cp\u003e70,2\u0026plusmn;25,4 %\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" style=\"width: 145px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTeam communication\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" style=\"width: 111px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 131px;\"\u003e\n \u003cp\u003e2,9\u0026plusmn;1,5 P\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 131px;\"\u003e\n \u003cp\u003e3,1\u0026plusmn;1,3 P\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 131px;\"\u003e\n \u003cp\u003e3,0\u0026plusmn;1,3 P\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 131px;\"\u003e\n \u003cp\u003e73,3\u0026plusmn;37,1 %\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 131px;\"\u003e\n \u003cp\u003e78,1\u0026plusmn;32,5 %\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 131px;\"\u003e\n \u003cp\u003e74,9\u0026plusmn;33,1 %\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" style=\"width: 145px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eFeedback\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" style=\"width: 111px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 131px;\"\u003e\n \u003cp\u003e3,2\u0026plusmn;0,9 P\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 131px;\"\u003e\n \u003cp\u003e3,2\u0026plusmn;0,8 P\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 131px;\"\u003e\n \u003cp\u003e3,3\u0026plusmn;0,8 P #\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 131px;\"\u003e\n \u003cp\u003e78,6\u0026plusmn;21,6 %\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 131px;\"\u003e\n \u003cp\u003e80,2\u0026plusmn;20,2 %\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 131px;\"\u003e\n \u003cp\u003e82,5,5\u0026plusmn;21,2 %\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" style=\"width: 145px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eOverall impression\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" style=\"width: 111px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 131px;\"\u003e\n \u003cp\u003e1,3\u0026plusmn;0,5 P\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 131px;\"\u003e\n \u003cp\u003e1,37\u0026plusmn;0,5 P\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 131px;\"\u003e\n \u003cp\u003e1,34\u0026plusmn;0,5 P #\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 131px;\"\u003e\n \u003cp\u003e65,3\u0026plusmn;25 %\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 131px;\"\u003e\n \u003cp\u003e68,6\u0026plusmn;25,1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 131px;\"\u003e\n \u003cp\u003e66,9\u0026plusmn;25,7 %\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" style=\"width: 145px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal points\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" style=\"width: 111px;\"\u003e\n \u003cp\u003e25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 131px;\"\u003e\n \u003cp\u003e17,4\u0026plusmn;4,4 P *\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 131px;\"\u003e\n \u003cp\u003e19,4\u0026plusmn;3,9 P\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 131px;\"\u003e\n \u003cp\u003e19,5\u0026plusmn;4,3 P #\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 131px;\"\u003e\n \u003cp\u003e69,6\u0026plusmn;17,5 % *\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 131px;\"\u003e\n \u003cp\u003e77,6\u0026plusmn;15,8 %\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 131px;\"\u003e\n \u003cp\u003e78,0\u0026plusmn;17,4 %\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" style=\"width: 145px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eOSCE results without IP\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" style=\"width: 111px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 131px;\"\u003e\n \u003cp\u003e91,7\u0026plusmn;5,4 P\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 131px;\"\u003e\n \u003cp\u003e91,7\u0026plusmn;4,9 P\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 131px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 131px;\"\u003e\n \u003cp\u003e91,7\u0026plusmn;5,4 %\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 131px;\"\u003e\n \u003cp\u003e91,7\u0026plusmn;4,9 %\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 131px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 2:\u0026nbsp;\u003c/strong\u003eResults of the UWE-IP questionnaire of the medical students in pre- and post-analysis as mean value (MV\u0026plusmn;SD). Significant differences in the Welch two-sample t-test (p\u0026lt;0.05) between MV pre and post are marked with *. The lower the MV, the more positive the attitudes of the group.\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 205px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eScales of UWE-IP\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 205px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePre UWE-IP\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 205px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePost UWE-IP\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 205px;\"\u003e\n \u003cp\u003eIP Relationships \u0026nbsp;\u003csup\u003e#\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 205px;\"\u003e\n \u003cp\u003e14,4\u0026plusmn;3,5* (n=46)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 205px;\"\u003e\n \u003cp\u003e12,4\u0026plusmn;3,5 (n=117)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 205px;\"\u003e\n \u003cp\u003eIP Interaction\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 205px;\"\u003e\n \u003cp\u003e31,9\u0026plusmn;4,1* (n=47)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 205px;\"\u003e\n \u003cp\u003e28,5\u0026plusmn;4,7 (n=119)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 205px;\"\u003e\n \u003cp\u003eIP Learning\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 205px;\"\u003e\n \u003cp\u003e18,5\u0026plusmn;7,5 (n=48)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 205px;\"\u003e\n \u003cp\u003e18,1\u0026plusmn;6,8 (n=124)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 205px;\"\u003e\n \u003cp\u003eCommunication and Teamwork\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 205px;\"\u003e\n \u003cp\u003e21,5\u0026plusmn;3,4* (n=49)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 205px;\"\u003e\n \u003cp\u003e19,4\u0026plusmn;3,9 (n=131)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003csup\u003e# Scale IP Relationships was only carried out with 7 instead of 8 items due to a transmission error (item 1 \u0026ndash; 7).\u003c/sup\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 3:\u0026nbsp;\u003c/strong\u003eResults of the UWE-IP questionnaire in the pre-analysis as mean value (MV\u0026plusmn;SD) of all participating professional groups. Testing using a single-factor analysis of variance with subsequent post-hoc analysis using Tukey\u0026apos;s HSD test. Significant differences between MS and NuS are marked with *, between MS and EPS with +, between NuS and EPS with \u0026lsquo;. MS = medical students, NuS = nursing students, EPS = emergency paramedics students. The lower the MV, the more positive the attitudes of the group.\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 152px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eScales of UWE-IP\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 151px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eMS\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 151px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNuS\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 151px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eEPS\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 152px;\"\u003e\n \u003cp\u003eIP Relationships \u0026nbsp;\u003csup\u003e#\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 151px;\"\u003e\n \u003cp\u003e14,4\u0026plusmn;3,5*\u003csup\u003e+\u003c/sup\u003e (n=46)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 151px;\"\u003e\n \u003cp\u003e17,6\u0026plusmn;5,7 (n=23)\u003csup\u003e\u0026nbsp;\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 151px;\"\u003e\n \u003cp\u003e16,6\u0026plusmn;3,8 (n=21)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 152px;\"\u003e\n \u003cp\u003eIP Interaction\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 151px;\"\u003e\n \u003cp\u003e31,9\u0026plusmn;4,1\u003csup\u003e+\u003c/sup\u003e (n=47)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 151px;\"\u003e\n \u003cp\u003e29,1\u0026plusmn;6,0\u0026nbsp;\u003csup\u003e\u0026bdquo;\u003c/sup\u003e (n=23)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 151px;\"\u003e\n \u003cp\u003e34,1\u0026plusmn;4,2 (n=21)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 152px;\"\u003e\n \u003cp\u003eIP Learning\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 151px;\"\u003e\n \u003cp\u003e18,5\u0026plusmn;7,5\u003csup\u003e+\u003c/sup\u003e (n=48)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 151px;\"\u003e\n \u003cp\u003e19,4\u0026plusmn;7,1 (n=25)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 151px;\"\u003e\n \u003cp\u003e20,7\u0026plusmn;7,1 (n=20)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 152px;\"\u003e\n \u003cp\u003eCommunication and Teamwork\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 151px;\"\u003e\n \u003cp\u003e21,5\u0026plusmn;3,4*\u003csup\u003e+\u003c/sup\u003e (n=49)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 151px;\"\u003e\n \u003cp\u003e22,8\u0026plusmn;5,6 (n=22)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 151px;\"\u003e\n \u003cp\u003e22,2\u0026plusmn;4,4 (n=22)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003csup\u003e# Scale IP Relationships was only carried out with 7 instead of 8 items due to a transmission error (item 1 \u0026ndash; 7).\u003c/sup\u003e\u003c/p\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"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, communication, attitude, OSCE, UWE-IP","lastPublishedDoi":"10.21203/rs.3.rs-6263997/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6263997/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eBackground\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eInterprofessional (IP) communication and interaction play a central role in high-quality patient care. Numerous studies have shown that communication errors between different healthcare professions frequently cause treatment errors and poor patient care, simultaneously increasing costs in the healthcare system. To address these deficits, we implemented a curricular teaching unit (TU) for interprofessional communication and role clarity in third-year medical students (MS), emergency paramedic students (EPS) and nursing students (NuS).\u003c/p\u003e\n\u003cp\u003eWe asked ourselves whether our IP TU leads to a measurable improvement in students’ IP communicative skills and their attitudes towards other healthcare professions and whether their attitudes and skills correlate with each other.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethods\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWe measured the outcomes of the IP TU for our MS (n=172) with an IP OSCE. The previous cohort of MS (n=168) served as control group. Changes in attitudes towards other health professions were observed before and after TU and OSCE via the UWE-IP questionnaire. Data analysis was performed with SPSS 29.0.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe MS of the intervention group significantly improved in the following categories of the IP OSCE: general communication (74.9±24.7 vs 88.5±15.7%, p\u0026lt;0.001), handover (59.7±25.6 vs 68.6±24%, p\u0026lt;0.001) and total points (69.6±17.5 vs 77.6±15.8%, p\u0026lt;0.001). There was also a significant improvement in attitudes in the UWE-IP categories IP relationships (IR: 14.4±3.5, n=46 vs 12.4±3.5 points (P), n=117, p\u0026lt;0.05), IP interactions (31.9±4.1, n=47 vs 28.5±4.7 P, n=119, p\u0026lt;0.001) and Communication and Teamwork (CT: 21.5±3.4, n=49 vs 19.4±3.9 P, n=131, p\u0026lt;0.001). The generally negative initial perception of observed IP interactions was even more pronounced in the EPS (MS 31.9±4.1, n=47 vs EP 34.1±4.2 P, n=21, p\u0026lt;0.05). The OSCE IP performance correlated independently of the TU with a more positive attitude towards IR and a positive self-assessment of their own CT (IR: r=-0.15, p\u0026lt;0.05, n=232; CT: r=-0.17, p\u0026lt;0.05, n=243).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusion\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eA short IP teaching unit leads to an improvement in IP performance and attitudes, even in a mandatory heterogeneous setting. MS with a positive attitude towards IP topics score better at the OSCE IP station. The view of the students on IP interactions is alerting, emphasising the need for a longitudinal concept in IPE.\u003c/p\u003e","manuscriptTitle":"Exploring the benefits of a short practical teaching unit for interprofessional communication and attitudes - Results from an assessment of third-year medical student cohorts","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-05-08 09:43:31","doi":"10.21203/rs.3.rs-6263997/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"reviewerAgreed","content":"53196651535537763204332906830976366595","date":"2026-04-24T12:47:44+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-05-21T15:36:11+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"63598242320977874245783042528572093916","date":"2025-05-13T05:53:57+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"325560619432303594297514432291927379700","date":"2025-05-07T10:47:34+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-05-05T08:41:51+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-04-29T11:49:13+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-04-08T15:42:07+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-04-02T14:33:40+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Medical Education","date":"2025-04-02T14:32:33+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":"78145abf-f769-4596-8523-192eb2b40766","owner":[],"postedDate":"May 8th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2025-05-08T09:43:31+00:00","versionOfRecord":[],"versionCreatedAt":"2025-05-08 09:43:31","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6263997","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6263997","identity":"rs-6263997","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}
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