Beyond Shadowing: Active Involvement of Pre-Health Undergraduate Students in Patient- and Family-Centered Rounds

• Type of Material: Article
• Authors: Chloe Miwa, Emory University; Corrie McDaniel, University of Washington, Seattle; Erin Abu-Rish Blakeney, University of Washington, Seattle
• Language: English
• Date: 2023-02-05
• Publisher: Taylor & Francis
• Publication Version: Author Accepted Manuscript (After Peer Review)
• Copyright Statement: Rights managed by Taylor & Francis
• License: Creative Commons Attribution-NonCommercial 4.0 International
• Final Published Version (URL): https://doi.org/10.1080/13561820.2023.2170993
• Title of Journal or Parent Work: Journal of Interprofessional Care
• Volume: 37
• Issue: 5
• Start Page: 851
• End Page: 855
• Grant/Funding Agency: Mary Gates Endowment; NIH; University of Washington
• Grant/Funding Information: Scholarship support received for CSM from the Mary Gates Endowment. In addition, EB also received funding from the NIH National Heart, Lung, and Blood Institute K12 (#5K12HL137940) as part of the UW Implementation Science Training Program, which supported her time during project conceptualization, data collection, analysis, and manuscript writing and from an NIH National Heart, Lung, and Blood Institute K23 (1K23HL144910) during manuscript revisions.
• Keywords: collaborative care; interprofessional education; communication; interprofessional learning; interprofessional collaboration; patient- and family-centered rounds
• Subject - Topics: Interprofessional education

Abstract

An early introduction to interprofessional collaborative practice (IPCP) has many benefits for students. However, pre-health undergraduate (PHU) students have limited exposure to IPCP. Observing patient- and family-centered rounds (PFCR) offer a potential avenue for PHU students to learn about IPCP. This report describes a study wherein PHU students used the High-Value Care Rounding Tool (HVCRT) to collect observational data at Seattle Children’s Hospital. Results were shared with a convenience sample of attending physicians (N=17) from the observed care teams, who then completed a survey about their perceptions of the program. PHU students also participated in semi-structured interviews and surveys (N=7). Observational data showed a low frequency of HVCRT topics discussed during PFCR (N=53). Qualitative analysis of interview, survey, and observational data revealed 5 main themes: (1) PHU students provided tangible and actionable feedback on communication techniques for interprofessional teams, (2) PHU students observed PFCR from a family-like perspective, (3) PHU students’ feedback was valued by attending physicians, (4) PHU students appreciated structured experiences for their future careers, and (5) PHU students had an engaging learning experience during PFCR. This program offered PHU students a structured shadowing experience and improved their understanding of IPCP, while also providing valuable feedback for health professionals.