Stereotyping at the undergraduate level revealed during interprofessional learning between future doctors and biomedical scientists

Abstract

Interprofessional education (IPE) involving undergraduate health professionals is expected to promote collaboration in their later careers. The role of IPE between doctors and biomedical scientists has not been explored at the undergraduate level. Our aim was to introduce IPE sessions for medical and biomedical students in order to identify the benefits and barriers to these groups learning together. Medical and biomedical students together discussed laboratory results, relevant literature, and ideas for developing new diagnostic tools. The programme was evaluated with questionnaires and interviews. While there was general support for the idea of IPE, medical and biomedical students responded differently. Biomedical students were more critical, wanted more explicit learning objectives and felt that their professional role was often misunderstood. The medical students were more enthusiastic but regarded the way the biomedical students communicated concerns about their perceived role as a barrier to effective interprofessional learning. We conclude that stereotyping, which can impede effective collaborations between doctors and biomedical scientists, is already present at the undergraduate level and may be a barrier to IPE. Effective learning opportunities should be supported at the curriculum level and be designed to specifically enable a broad appreciation of each other's future professional roles.

Keywords:

• Interprofessional learning
• undergraduate
• medical
• biomedical science

Acknowledgements

We want to thank the students for their participation. This work was supported by Strategic Pedagogical Funds of Karolinska Institutet and the Stockholm County Council Foundations.

Declaration of interest: The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this manuscript.