Junior doctors' experiences with interprofessional collaboration: Wandering the landscape. Issue 4 (9th January 2022)

• Record Type: Journal Article
• Authors: van Duin, Titia S.; de Carvalho Filho, Marco A.; Pype, Peter F.; Borgmann, Susanne; Olovsson, Matts H.; Jaarsma, A. Debbie C.; Versluis, Marco A. C.
• Is Part Of: Medical education. Volume 56:Issue 4(2022)
• Page Start: 418
• Page End: 431
• Publication Date: 2022-01-09
• Subjects: Medical education -- Periodicals; Medical education -- Great Britain -- Periodicals; 610.7
• DOI: 10.1111/medu.14711
• Languages: English
• ISSNs: 0308-0110

Abstract

Abstract: Context: The transition from medical student to junior doctor is challenging. Junior doctors need to become part of the physician community of practice (CoP), while dealing with new responsibilities, tasks and expectations. At the same time, they need to learn how to navigate the frontiers and intersections with the other communities of practice that form the Landscape of Practice (LoP). This study aims to understand how junior doctors experience interprofessional collaboration (IPC) and what elements shape these experiences considering their transition to clinical practice. Methods: In this multicentre qualitative study, 13 junior doctors individually drew two rich pictures of IPC experiences, one positive and one negative. A rich picture is a visual representation, a drawing of a particular situation intended to capture the complex and non‐verbal elements of an experience. We used semi‐structured interviews to deepen the understanding of junior doctors' depicted IPC experiences. We analysed both visual materials and interview transcripts iteratively, for which we adopted an inductive constructivist thematic analysis. Results: While transitioning into a doctor, junior doctors become foremost members of the physician CoP and shape their professional identity based on perceived values in their physician community. Interprofessional learning occurs implicitly, without input from the interprofessional team. As a result, junior doctors struggle to bridge the gap between themselves and the interprofessional team, preventing IPC learning from developing into an integrative process. This professional isolation leaves junior doctors wandering the landscape of practice without understanding roles, attitudes and expectations of others. Conclusions: Learning IPC needs to become a collective endeavour and an explicit learning goal, based on multisource feedback to take advantage of the expertise already present in the LoP. Furthermore, junior doctors need a safe environment to embrace and reflect on the emotions aroused by interprofessional interactions, under the guidance of experienced facilitators. Abstract : Van Duin et al. demonstrate that junior doctors learn interprofessional collaboration implicitly, leading to practical implications to help junior doctors become effective team members.