Interprofessional identity development within a brief shadowing experience: An exploratory case study

ABSTRACT

The Deans’ Interprofessional Honors Colloquium (DIHC) is an honors-level interprofessional elective course that provides a seminar-based forum for students from eleven academic programs to explore the characteristics and implications of collaborative interprofessional practice around a contemporary health topic. This project-based course combines didactic presentations, interactive group learning, and an interprofessional shadowing experience with a corresponding written reflection paper. Ten semesters of Interprofessional Shadowing Reflections (n = 401) were studied via thematic and content analyses to examine the extent to which a brief interprofessional shadowing experience influenced interprofessional identity development. Interprofessional socialization framework was employed as a lens to refine themes and to track students’ trajectory in developing a dual professional identity. This exploratory case study indicated that nearly all participants’ reflections included content indicative of the second stage (interprofessional role learning) of the interprofessional socialization framework, and many progressed toward the third stage (dual identity development). Major themes included emergent role learning, increased differentiation among roles and care models, and increased appreciation for other professionals. The experience provided an opportunity for correction of misconceptions and improved understanding of the role and practice of other professions. Nearly all of the participating students (1) reflected on the benefits of interprofessional collaboration and (2) indicated a desire to work interprofessionally in the future, an early indication of dual identity formation. Findings indicated that the interprofessional shadowing experience and written reflection were highly valuable elements of the DIHC and provided a critical opportunity for interprofessional identity development.

KEYWORDS:

• Collaboration
• shadowing
• professional identity
• interprofessional education
• interprofessional identity

Declaration of interest

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

Additional information

Notes on contributors

Leslie N. Woltenberg

Leslie N. Woltenberg PhD is an Assistant Professor for the Department of Physician Assistant Studies at the University of Kentucky (UK). Dr. Woltenberg is involved in assessment and interprofessional research through organizations such as the Physician Assistant Education Association and NEXUS.

J.A. Ballard

J.A. Ballard, EdD is Director of University of Kentucky Center for Interprofessional Health Education and Associate Professor for UK Department of Family and Community Medicine. He chairs the National Center for Interprofessional Practice and Education NEXUS Learning System Advisory Committee.

D.A. Gnonhossou

D.A. Gnonhossou is a candidate for Ph.D. in Family Sciences at University of Kentucky and taught family life and research courses. She is active in National Council of Family Relations, Association of Professional Family Mediation, and Eastern Sociological Society.

J.C. Norton

J.C. Norton, PhD is a Professor in the Departments of Psychiatry and Neurology at the University of Kentucky. He is the past Director of the Center for Interprofessional Health Education and former Associate Dean in the UK College of Medicine.

P.V. Burkhart

P.V. Burkhart, PhD, RN, FAAN is Professor Emerita of Nursing and former Associate Dean of Undergraduate Faculty Affairs in the College of Nursing at University of Kentucky. She holds the distinction of Fellow in the American Academy of Nursing (FAAN)

J. Kuperstein

J. Kuperstein, PT, PhD is Professor and Associate Dean in the UK College of Health Sciences, with responsibility for faculty advancement and clinical engagement.  She has a joint appointment in the Department of Family and Community Medicine, College of Medicine.