Beyond the classroom walls: qualitative findings from an interprofessional student hotspotting learning collaborative

ABSTRACT

‘Hotspotting,’ the use of interprofessional teams to address the needs of complex patients in the community, is an approach to reduce overuse of acute care services. While the influence of interprofessional education on student attitudes, knowledge and skills relative to collaborative practice has been a focus of evaluation, research is limited on the outcomes of interprofessional student teams in the community. This qualitative study examines the experiences of students and faculty participating in the interprofessional student Hotspotting program at Thomas Jefferson University. We used purposive sampling to conduct semi-structured interviews and focus groups with 14 students and faculty advisors participating in the program during the 2017–2018 academic year. Data were analyzed using directed content analysis. Three themes emerged: 1) addressing unmet needs in a complex system, 2) beyond the classroom walls, and 3) sitting in discomfort. Findings suggest that Hotspotting is beneficial to students and promotes their understanding of the interaction between social factors and health. This study contributes to the growing body of literature documenting the positive influence of Hotspotting on student development as a member of an interprofessional team. Future research should focus on the patient’s experience working with students and the sustainability of student Hotspotting.

KEYWORDS:

• Student hotspotting
• interprofessional education
• qualitative methods

Declaration of interest

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

Ethical approval

Ethical approval was granted by the Thomas Jefferson University IRB on December 28, 2017 #17E.692.

Additional information

Funding

The authors did not receive funding to conduct this study.

Notes on contributors

Angela M. Gerolamo

Angela M. Gerolamo is an Associate Professor at the Jefferson College of Nursing and psychiatric mental health nurse practitioner with more than 20 years of experience in healthcare and research. Dr. Gerolamo provides evaluation design consultation to the Jefferson Center for Interprofessional Practice and Education (JCIPE) at Thomas Jefferson University. She co-led the qualitative evaluation of the Student Hotspotting Program and designed the evaluations of JCIPE’s core programs.

Ashley Traczuk

Ashley E. Traczuk is a fourth-year medical student at the Sidney Kimmel Medical College of Thomas Jefferson University. She is a graduate of Villanova University M. Louise Fitzpatrick College of Nursing and worked for several years as an emergency room and labor and delivery registered nurse prior to entering into medical school. Ms. Traczuk assisted with the qualitative evaluation of the Student Hotspotting Program.

Elena Umland

Elena M. Umland is the Associate Dean for Academic Affairs and Professor of Pharmacy Practice at the Jefferson College of Pharmacy and Associate Provost for Interprofessional Practice and Education and Co-Director of the Jefferson Center for Interprofessional Practice and Education (JCIPE) at Thomas Jefferson University. Under her leadership, JCIPE has been awarded honorable mention for the 2019 George E. Thibault, MD Nexus Award by the National Center for Interprofessional Practice and Education as well as honorable mention in behavioral health for the USPHS/IPEC 2020 Excellence in Interprofessional Education Collaboration National Award.  She is a member of the Editorial Board for the Journal of Interprofessional Education and Practice.