How Satisfied are Undergraduate Students with Interprofessional Training? Meta-analysis of a Pilot Study

Abstract

Introduction

Learning to work in an interprofessional team entails satisfaction in working with others.

Objective

Contextual assessment of the degree of satisfaction of undergraduate healthcare students (doctors, nurses, occupational therapists and physiotherapists) during interprofessional education (IPE).

Aims

Meta-analysis of degree of satisfaction contextually assessed during major interprofessional learning moments.

Methods

Thirty-six undergraduate health care students (medical students, nursing students, occupational therapy students) answered questions on a 5-point Likert scale (from “Very satisfied” to “Very dissatisfied”). A meta-analysis with Tau² (t²), Cochrane's Q, and I² analyzed IPE activities: self-reflection after daily training, interactions with teachers, discussion of clinical cases during ward rounds and patient care as a team.

Results

Meta-analysis reported significant heterogeneity in the degrees of satisfaction (Fig. 1): 47.2% being “satisfied” with reflection after IPE, {t² = .011; Q (5df) = 30.03; I² = 83%, P < .0001}; 45% being “satisfied” during interactions with their teachers {t² = .01; Q (5df) = 25.74; I² = 80%, P < .001}; 31.4% being “satisfied” about the discussion of a clinical case during ward rounds {t² = .009; Q (5df) = 22.61; I² = 77.89%, P < .001}; and 44.4% being “satisfied” about patient care with the interprofessional team {t² = .009; Q (5df) = 22.99; I² = 78.25%, P < .001}.

Conclusions

Undergraduate students show satisfaction with IPE activities. This helps improve the quality of care and teamwork in the busiest wards.

Disclosure of interest

The authors have not supplied their declaration of competing interest.

Fig. 1 Meta-analysis of student's satisfaction during IPE activities.