Project Investigator(s): Kerry Wilbur, Associate Professor, Faculty of Pharmaceutical Sciences
Project Description
Health professionals may be asked to evaluate students who train in their direct patient care settings but who are from outside their own discipline. This study seeks to gain greater understanding as to how these individuals form judgements of student competencies in programs with which they are unfamiliar.
Research Questions
This pilot project seeks to answer: How do mixed-discipline clinician members of a patient care team conceptualize interprofessional competencies of communication and collaboration? How do mixed discipline clinician members of a patient care team judge interprofessional competencies of communication and collaboration for trainees outside their own discipline, specifically pharmacy students.
Impact on teaching and learning at UBC
Feedback specific to medical education has been extensively studied and various concepts and theoretical frameworks have been devised, including the influence of the feedback-giver characteristics and contextual factors. However, the boundaries of context do not only span organizations or physical space, but also disciplines. Professional culture has important implications for multisource feedback with respect to perceived trainee performance and alignment with the feedback providers own professional roles and competencies. Consideration of how to obtain and determine the quality of trainee feedback from clinicians (and even co-learners) from other disciplines has been identified as a gap in interprofessional education research and scholarship.