Advances in Medical Education and Practice (May 2019)
Medical school teaching on interprofessional relationships between primary and social care to enhance communication and integration of care – a pilot study
Abstract
Anas Tahir,1,* Mohaimen Al-Zubaidy,1,* Danial Naqvi,1 Ali Tarfiee,1 Falak Naqvi,1 Anam Malik,1 Sarina Vara,2 Edgar Meyer31Imperial College School of Medicine, Imperial College, London, UK; 2Faculty of Medicine, University of Manchester, Manchester, UK; 3Imperial College Business School, Imperial College Business School, London, UK*These authors contributed equally to this workBackground: A pilot study to identify if the delivery of teaching session to medical students would have the potential to enhance communication and a culture of integration between primary and social care, ultimately improving interprofessional relationships between primary and social care. Health and social care integration is a topic of great debate in the developed world and the focus of the upcoming Green Paper by the Secretary of State for Health and Social Care in the NHS. There is much uncertainty to how this should be done and is hindered by the various current barriers. The literature identifies that collaborative cultures encourage effective interprofessional relationships and that communication is vital to integration of primary and social care and should be established early in medical training.Materials and Method: The General Medical Council’s Outcomes for Graduates and Imperial College School of Medicine curriculum were reviewed out to identify outcomes relating to inter-professional relationships between primary and social care. The relevant year group was surveyed to identify if the learning objective was delivered. In order to determine if delivery of a teaching session on nurturing interprofessional relationships between primary and social care would be effective, it was delivered to early clinical years to measure benefits as a pilot study. This was devised of case-based scenarios derived from learning objectives developed with experienced health care professionals. A survey was administered before and after the teaching session to determine if the students felt they had improved with respect to the learning objectives.Results: The initial survey identified the majority of students found the learning objectives were not delivered. The teaching session found a statistically significant improvement in confidence to nurture interprofessional relationships between primary and social care.Conclusion: Effective interprofessional relationships between primary and social care, improving communication and collaborative cultures, can be effectively taught in medical school, to improve integration of primary and social care.Keywords: interprofessional, primary care, social, integration, communication
