Twelve tips for designing, implementing and sustaining interprofessional training units on hospital wards

Abstract

Dedicated Interprofessional Training Units (ITUs) in hospital wards are one way to prepare healthcare students for Interprofessional patient-centered care. Based on theoretical foundations, research, and our lived experiences of successes as well as failures, we propose 12 tips on how to prepare, implement, and sustain a dedicated ITU, combining the Grol & Wensing model for planning change with the Self-determination Theory of motivation. Start with a steering group, with a dedicated project leader, to translate awareness of the need for an ITU into wider awareness and motivation among stakeholders, with the ITU being a solution to authentic problems. Create shared ownership by jointly formulating feasible educational goals and starting with a pilot to provide opportunities for change. Motivate all stakeholders by stimulating their autonomy, interprofessional competence as well as relatedness to each other, in line with the Self-determination Theory. Confirm the value of the ITU at all stages and embed the ITU in the organizational strategy.

Keywords:

• Interprofessional education
• interprofessional training unit
• design
• implementation
• sustenance
• change model
• self-determination theory

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

Additional information

Funding

This article was funded by the OLVG Scientific Research Foundation, Amsterdam, The Netherlands.

Notes on contributors

Saskia C. M. Oosterbaan-Lodder

Saskia C. M. Oosterbaan-Lodder, MD, certified senior medical educator, researcher and IPE program coordinator at Teaching Hospital OLVG, Amsterdam, the Netherlands. She has a background in pediatrics and youth healthcare.

Joyce Kors

Joyce Kors, educationalist Midwifery academy Amsterdam/Groningen, PhD student Amsterdam UMC.

Cora L. F. Visser

Cora L. F. Visser, PhD and educationalist in Nursing Education, Amstel Academie AUMC, Amsterdam.

Birgitte Mørk Kvist

Birgitte Mørk Kvist, midwife and an educationist of healthcare professionals regarding IPE, IPE project coordinator, Department of Obstetrics and Gynaecology, Gødstrup Hospital, Denmark.

Rashmi A. Kusurkar

Rashmi A. Kusurkar, MD, PhD, FAMEE, is an expert on SDT, Associate Professor and Research Programme Leader at Research in Education, Amsterdam UMC Faculty of Medicine, location Vrije Universiteit, Amsterdam, the Netherlands.

Fedde Scheele

Fedde Scheele, PhD, MD, is a Professor of Health Systems Innovation and Education at the Amsterdam UMC and at the Athena Institute of the Vrije Universiteit Amsterdam, the Netherlands. He practices as a gynaecologist and is a certified trainer for pre- and postgraduate clinical education.