BACKGROUND: Student-led clinics can provide low-cost speciality care and practical interprofessional education (IPE) opportunities. In Australia, there are currently limited speciality services available that provide neurodevelopmental assessments that consider fetal alcohol spectrum disorder (FASD) as one possible outcome. The aim of the current study was to understand student experiences in a novel interprofessional student-led clinic for children and adolescents with suspected or confirmed prenatal alcohol exposure.
METHODS: Seventeen allied health university students (11 occupational therapy; 6 psychology) participated in individual semi-structured interviews following completion of a 10-week clinic placement. Reflexive thematic analysis was undertaken using NVivo12.
RESULTS: Four main themes were generated: (1) Interprofessional practice a key for students\' development as future healthcare professionals; (2) Meaningful relationships and students\' belief they made a difference; (3) Novel challenges tested students\' capabilities on placement; and (4) Supervisor attitude and approach to learning supported student development.
CONCLUSIONS: The current study demonstrated that the interprofessional student-led neurodevelopmental clinic provided a valuable IPE opportunity for students.

BACKGROUND: As person centred care (PCC) is being implemented globally, higher educational institutions (HEI) have begun to play a crucial part in enabling this transition. In Sweden, however, the delivery of PCC is inconsistently implemented in medicine, nursing, occupational therapy, and physiotherapy study programmes. This inconsistency is partly the result of a lack of a national strategy across HEI. Program directors are responsible for the PCC content of their programs, so their views influence how PCC is taught. Using interviews with programme directors in higher education, we aim to deepen the understanding of the preconditions needed to implement PCC by exploring discourses and identifying subject positions of how PCC is taught and learned.
METHODS: We performed a discourse analysis based on interviews with program directors in the above-mentioned national study programmes. A discourse can be seen as a struggle over identity. The subject position - i.e., discourses designate positions for persons to occupy as subjects - guided our analysis and identification of the subject positions of the teacher and the student in teaching and learning PCC.
RESULTS: This study unfolded in two main antagonistic aspects with respect to teaching and learning PCC, resulting in four subject positions for the teacher and four corresponding subject positions for the students. First, the teacher and student were given a subject position as change agents towards a more egalitarian healthcare and were assigned a subject position to cope with a practical reality they could not change. Second, the teacher and student were assigned a subject position that embodied profession-specific identities, navigating and valuing these boundaries. Simultaneously, both teachers and students assumed a subject position that required interprofessional interaction and co-creation for teaching and learning PCC.
CONCLUSIONS: This study demonstrates the discursive tension surrounding the implementation of PCC in HEI, and the findings can serve as a basis for creating future relevant and high-quality learning activities. The process of negotiating diverse and co-existing perspectives as well as building interprofessional trust when incorporating PCC into higher education is essential and requires further exploration.

This manuscript reviewed the state of the art about the teaching and training of human resources for genetics and genomics in Brazil. We presented the national scenario of teaching genetics in medical undergraduate and other health courses. We discussed the training of medical geneticists through medical residency and addressed the training in genetics of physicians from specialties other than genetics. We examined the training of health professionals specializing in genetics through lato sensu and stricto sensu postgraduate programs and presented the proposals for multi-professional residency in genetic counseling and genetics and genomics that are currently the subject of discussion in the country. Finally, we highlighted the importance of training primary health care professionals concerning genetics and genomics for the effective establishment of a line of care for individuals with genetic disorders in the Brazilian Unified Health System. Therefore, we provided a thorough overview of how genetics is (or is not) incorporated into professional training in a comprehensive public healthcare system such as the Brazilian.

UNASSIGNED: Effective communication within a medical team is crucial not only because it results in higher job satisfaction and better joint decision-making among team members, but also because, ultimately, it makes for high-quality, patient-centered care. Since the transition to the clinical phase of study poses a challenge for many medical students, the University of Lübeck introduced \"Ich im Team\" (me as team member), a German-language communication workshop for third-year medical students, in the 2020/21 winter semester.
UNASSIGNED: The workshop forms a basis for future collaboration and is meant to strengthen the interpersonal skills needed for working in teams, communicating with patients, and supporting a no-blame culture.
UNASSIGNED: This workshop, which incorporates elements of improvisational theater and coaching, was offered for the first time in 2020/21. Due to the positive evaluations, it has been a required component of the curriculum since the 2021/22 winter semester.
UNASSIGNED: The students have accepted the workshop very well, which is reflected in the excellent evaluations of it. Furthermore, a research study carried out during the first two times the workshop was conducted showed, among other things, directly positive effects on the ability to work in interprofessional teams and handle mistakes.
UNASSIGNED: The workshop offers students a solid point of entry into the clinical setting and an awareness of their own role on a given team. Covering the content in more depth and the possible inclusion of other study programs are being discussed.
UNASSIGNED: Eine effektive Kommunikation in Behandler-Teams ist von entscheidender Bedeutung, da sie nicht nur zu einer höheren Arbeitszufriedenheit der Teammitglieder und einer besseren gemeinsamen Entscheidungsfindung, sondern letztendlich zu einer qualitativ hochwertigen und patientenzentrierten Versorgung führt. Da der Übergang in den klinischen Studienabschnitt für viele Medizinstudierende eine Herausforderung darstellt, führte die Universität zu Lübeck im Wintersemester 2020/2021 einen Kommunikationsworkshop „Ich im Team“ für die Medizinstudierenden im 3. Studienjahr ein.
UNASSIGNED: Der Workshop schafft durch die Auseinandersetzung mit der eigenen Rolle im Team eine Basis für die spätere Zusammenarbeit und soll zwischenmenschliche Kompetenzen wie Teamfähigkeit, Patientenkommunikation und Fehlermanagement stärken.
UNASSIGNED: Der Workshop mit Elementen des Improvisationstheaters und Coachings wurde 2020/21 erstmalig angeboten. Aufgrund der positiven Evaluationsergebnisse ist er seit dem Wintersemester 2021/2022 verpflichtender Bestandteil des Curriculums.
UNASSIGNED: Die Studierenden haben den Workshop sehr gut angenommen, was sich in den exzellenten Evaluationsergebnissen widerspiegelt. Eine wissenschaftliche Begleitstudie während der ersten beiden Durchgänge zeigte zudem unmittelbare positive Effekte u.a. auf die interprofessionellen Teamfähigkeiten und den Umgang mit Fehlern.
UNASSIGNED: Die Workshops bieten für die Studierenden einen guten Einstieg in die Klinik und eine Sensibilisierung für ihre eigene Rolle in Teams. Eine inhaltliche Vertiefung und die Möglichkeit weitere Studiengänge zu beteiligen, werden diskutiert.

UNASSIGNED: The care of women and their families around childbirth requires effective interprofessional collaboration of the midwifery and medical profession. Given the academisation of midwifery, early interaction between students of midwifery and medicine is both necessary and feasible. As there is a lack of comprehensive data on interprofessional education (IPE) for midwifery and medical students at higher education institutions in Germany, Austria, and Switzerland (DACH region), the aim was to identify existing IPE activities, and their curricular determination.
UNASSIGNED: The exploratory study was conducted in the DACH region over three months (Dec. 2022-Feb. 2023). Higher education institutions offering midwifery science and/or medicine were invited to participate in a web-based survey. The questionnaire focused on the structure and curricular implementation of IPE courses, on cooperation, financial support and more.
UNASSIGNED: A total of 58 out of 96 invited institutions (60%) participated in the survey, of which 34 (59%) offered IPE. Eighteen institutions (19%) offered 32 IPE courses for midwifery and medical students through cooperation within faculty (n=8) and between faculties (n=10). Notably, most of these IPE courses (60%) were integrated into the required curriculum of both study programmes. Most IPE courses were offered without financial support (71%).
UNASSIGNED: The current status quo highlighted the existence of numerous IPE offers for midwifery and medical students in the DACH region that warrant further curricular integration of proven and well-established best practice examples to further enhance these initiatives.
UNASSIGNED: Die Versorgung von Frauen und ihren Familien rund um die Geburt erfordert eine intensive Zusammenarbeit von Hebammen und Ärzt*innen. Die Akademisierung des Hebammenberufs hat die Möglichkeit geschaffen, dass Studierende der Hebammenwissenschaft und der Medizin bereits während des Studiums in Kontakt kommen können. Da es bisher für Deutschland, Österreich und die Schweiz (DACH-Region) keine umfassende Datenlage zum Stand interprofessionellen Lernens (IPL) für Medizin- und Hebammenwissenschaftsstudierende gibt, war das Ziel der vorliegenden Studie, die Erfassung ebendieser Aktivitäten und deren curricularer Verankerung.
UNASSIGNED: Die explorative Studie wurde in der DACH-Region über einen Zeitraum von drei Monaten (Dez. 2022-Feb. 2023) durchgeführt. Hochschulen, die die Studiengänge Hebammenwissenschaft und/oder Medizin anbieten, wurden eingeladen an der Online-Befragung teilzunehmen. Der Fragebogen fokussierte die Struktur, curriculare Verankerung, zugrundeliegende Kooperationen, Finanzierung und weitere Aspekte der interprofessionellen Lehr-Lern-Angebote.
UNASSIGNED: Insgesamt beteiligten sich 58 von 96 eingeladenen Hochschulen (60%) an der Umfrage, von denen 34 (59%) angaben, IPL anzubieten. Auf 18 dieser Hochschulen (19%) verteilten sich 32 interprofessionelle Kursangebote, die für Hebammenwissenschafts- und Medizinstudierende gestaltet waren, entweder durch Kooperationen innerhalb der Fakultät (n=8) oder zwischen Fakultäten (n=10). Der Großteil der Angebote war in beiden Studiengängen im Pflichtcurriculum verankert (60%). Die meisten Kurse wurden nicht finanziell unterstützt (71%).
UNASSIGNED: Die Bestandsaufnahme verdeutlicht eine Vielzahl von interprofessionellen Lehr-Lernangeboten für Hebammenwissenschafts- und Medizinstudierende in der DACH-Region. Die Betrachtung von Best-Practice-Beispielen kann dabei helfen, die Initiativen in der gesamten Region weiterzuentwickeln und flächendeckend curricular zu verankern.

BACKGROUND: Collaborative practice in primary health care increases care quality and security. In France, primary health care professionals increasingly work together. The link between general practitioners (GPs) and community pharmacists (CPs) is an important element. Nevertheless, effective collaboration between GPs and CPs is difficult to develop and formalize. Interprofessional education has been identified as a necessary step to prepare \"collaborative practice-ready professionals\". We aimed to identify the interprofessional training needs of last-year GP and CP students to develop interprofessional collaborations.
METHODS: We conducted an analysis of training needs using a method inspired by occupational didactics. We collected data through individual semidirective interviews with CPs and GPs in 2022. At each stage we aimed to identify the elements of the occupational didactics to deduce the training needs in the form of a frame of reference: apparent competencies, emblematic situations and acting characteristics. We conducted an initial deductive thematic analysis to identify the apparent competencies of the two professions, the emblematic situations in which these competencies are used, and the acting characteristics used in these situations. We made an inductive categorization to define the collaborative competence and the families of situations and to model the actions of this GP-CP collaboration.
RESULTS: We defined the competency \"to collaborate effectively in an interprofessional setting in order to respond to care issues in one\'s territory\" expressed in various professional situations. We described it by three capacities based on two interacting dynamics: one-off exchanges and structured collaborations. Various communication tools facilitate the implementation of these interactions. We modeled the actions of the GP-CP collaboration in the form of a conceptual map.
CONCLUSIONS: The collaboration between the CP and the GP implements a competency that could be integrated into their professional referential. This competency, entitled \"collaborating effectively in interprofessional settings to respond to care issues in one\'s territory\", is expressed in a variety of professional situations. It is based on two parallel and interacting dynamics: one-off exchanges and a dynamic of lasting collaboration. This study thus lays the groundwork for the development of this collaborative skill among general practice and pharmacy residents.

OBJECTIVE: To describe student pharmacist\'s application of the Pharmacists\' Patient Care Process (PPCP) during participation in an interprofessional introductory pharmacy practice experience (IPPE) at a Type 1 Diabetes (T1D) pediatric summer camp.
METHODS: Student pharmacists entering professional year two (P2) and three (P3) attended a one-week, overnight T1D summer camp as part of the longitudinal IPPE curriculum between June 2021 and July 2023. They completed two PPCP assignments, a reflective assignment and a self-evaluation following the experience.
RESULTS: Thirty-seven students attended camp. The most common PPCP assignments submitted corresponded to the collaborate core competency (75.6%) and the implement (51.4%) and collect (27.0%) steps. Written reflections revealed students learned about therapeutic monitoring of diabetes, hypoglycemia and hyperglycemia management, insulin dose adjustment, and lifestyle strategies such as carbohydrate counting. Many students expressed feeling increased empathy (59.5%) and inspiration (56.8%) toward individuals with T1D. Students reflected positively on their experience working with an interprofessional team. Self-evaluations indicated perceived competency in all steps and core areas of the PPCP, especially in communication.
CONCLUSIONS: Overall, student feedback indicates inclusion of camp as a non-traditional pharmacy practice site provides ample opportunity to apply the PPCP through participation and interprofessional decision-making opportunities in patient care. Our findings demonstrate camp provided the ability to partake in activities that encompass every step and core component of the PPCP. Immersion in the camp environment allowed early learners to feel competent in their ability to engage in the PPCP and communicate with patients and healthcare professionals.
CONCLUSIONS: Participation in a T1D summer camp provided early student pharmacists exposure to direct patient care and opportunity to apply the PPCP in an interprofessional education environment. Students learned clinical diabetes knowledge and skills, in addition to increased empathy and a feeling of inspiration. Students felt highly competent in their ability to communicate with patients, pharmacists, and other healthcare providers.

BACKGROUND: Interprofessional education (IPE) has the potential to shape students\' collaboration perception and interprofessional identity but remains understudied. This study aims to understand the effects of the IPE program as a contextual trigger to promote collaboration perception change and interprofessional identity formation among healthcare professional students.
METHODS: Using concurrent triangulation mixed-methods, we examined the relationship between collaboration perception and interprofessional identity change among health profession students (N = 263), and explored their perspectives on how their IPE experiences influenced their perception and identity. Participants completed the Interdisciplinary Education Perception Scale and Extended Professional Identity Scale and responded to open-ended questions before and after the IPE intervention. Pearson\'s correlation, t-tests, regression (quantitative), and thematic analysis (qualitative) were conducted.
RESULTS: Teams with initially lower collaboration perception (M = 3.59) and lower interprofessional identity (M = 3.59) showed a significant increase in collaboration perception (M = 3.76, t = 2.63; p = .02) and interprofessional identity (M = 3.97, t = 4.86; p < .001) after participating in IPE. The positive relationship between collaboration perception and interprofessional identity strengthened after participating in IPE, as evident from the correlation (Time 1: r = .69; p < .001; Time 2: r = .79; p < .001). Furthermore, collaboration perception in Time 1 significantly predicted the variance in interprofessional identity at Time 2 (β = 0.347, p < .001). Qualitative findings indicated that 85.2% of students expressed that IPE played a role in promoting their interprofessional identity and collaboration attitudes.
CONCLUSIONS: Incorporating the IPE program into the curriculum can effectively enhance students\' collaboration perception and interprofessional identity, ultimately preparing them for collaborative practice in the healthcare system. By engaging students in interprofessional teamwork, communication, and joint decision-making processes, the IPE program provides a valuable context for students to develop a sense of belonging and commitment to interprofessional collaboration.

Why, after enduring the grueling demands of medical school and successfully completing the pre-clinical curriculum, must students further burden themselves with 4-8 weeks of exam preparation for the licensing exam instead of engaging in meaningful, real-world experiences? The relentless focus on licensing exams like the USMLE Step 1 and COMLEX-USA Level 1 diverts attention from activities that truly matter, such as direct patient care, community service, research, and interprofessional education. Tens of thousands of medical students are confined to weeks of isolated study, reviewing comprehensive resources such as textbooks, online courses, and question banks on content already covered and tested during the pre-clinical curriculum. This represents a significant time sink that could otherwise be used to enhance clinical skills, empathy, and social responsibility. Hands-on clinical experiences are essential for developing practical skills and building strong patient-doctor relationships, while community service fosters social responsibility. Research engagement is crucial for medical advancements, and interprofessional education and global health initiatives broaden students\' perspectives. Despite being viewed as competency measures, these licensing exams are repetitive and focus on already-mastered content, failing to justify their extensive time demands. We argue for a reassessment of the necessity of these exams, advocating for an education system that prioritizes real-world experiences. This shift would foster competent, empathetic, and socially conscious healthcare professionals, poised to make a significant societal impact.

Interprofessional Education (IPE) and One Health are two common and overlapping frameworks for teaching collaborative practice. IPE is common at human medical institutions, while One Health is more common in graduate and veterinary programs. The connection between IPE and One Health is still being explored both in scholarship and in real-world professional settings. This prospective, qualitative research study examines the intersection of IPE and One Health at institutions that are members of the Clinical and Translational Science Award (CTSA) One Health Alliance (COHA). COHA consists of veterinary schools partnered with medical institutions through the National Institutes of Health CTSA funding mechanism with the specific goal of advancing the understanding of diseases shared by humans and animals. Twenty-four interviews were conducted with professionals across eight professions. Subjects noted that some of the biggest barriers to IPE education were awareness, accessibility, efficacy, and implementation beyond the classroom. Competency across multiple institutions and a consistent, validated evaluation tool were noted to be lacking. Interviews highlighted a lack of a shared mental model for IPE and One Health across the medical professions, major hurdles for implementation in professional curricula, and a disconnection between bridging IPE and One Health to the workforce and global challenges. Future work in this area may be focused on assessing the IPE and One Health offerings beyond COHA institutions, giving a more holistic understanding on how IPE and One Health are being deployed. One Health can be operationalized through the adoption of IPE principles and practices into curriculum. This research is critical to educate others on current applications, role, and definitions of One Health and IPE. The ultimate goal of this work is to help cultivate transdisciplinary leaders in the human and animal medicine who will have the skills to solve systemic problems.