Exploring residents’ spontaneous collaborative skills in a simulated setting context: an exploratory study on CanMEDS collaborator role

Abstract

Background

Collaboration is an important competence to be acquired by residents. Although improving residents’ collaboration via interprofessional education has been investigated in many studies, little is known about the residents’ spontaneous collaborative behavior. The purpose of this exploratory study was to describe how residents spontaneously collaborate.

Methods

Seven first-year residents (postgraduate year 1; three from family medicine and one each from ear, nose, and throat, obstetrics/gynecology, general surgery, and orthopedic surgery) participated in two collaborative meetings with actors performing the part of other health professionals (ie, occupational therapist, physiotherapist, nurse, or social worker). Both meetings were built around an issue or conflict with the patients’ families reported by one professional. The residents were required to lead the meeting to collect proper information to reach a joint decision. Two team members analyzed the video recordings of the meetings using an emerging-theme qualitative methodology.

Results

Although the residents spontaneously knew how to successfully communicate with other professionals, they seemed to struggle with the patient-centered approach and the shared decision-making process.

Discussion

Even if the residents performed communication-wise in their collaborative role, they seemed to have perceived themselves as decision makers instead of collaborators in the joint decision process. The results of this study can inform future studies on learning strategies to improve behaviors that would more likely need attention in interprofessional education.

Keywords:

• interprofessional education
• IPE
• communication
• collaboration

Disclosure

The authors report no conflicts of interest in this work.