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Improved Team Climate and Increased Student Involvement with Interprofessional Learning on Labor and Delivery
Purpose: To evaluate the impact
of an obstetrical interprofessional learning experience for medical students on
team climate and medical student clinical involvement.
often express difficulty integrating into the obstetrical team and a desire
more clinical involvement on the unit. We hypothesized that an
obstetrical nurse-shadowing experience for students could increase student
understanding of the team’s function and that nurses who worked with students
would be more willing to advocate for student involvement in deliveries. We
planned to use the Team Climate Inventory to assess students’ inclusion in the
team, and to use the percentage of students playing a hands-on role in a
vaginal delivery to assess student clinical involvement.
baseline Team Climate Inventory was administered to students in 2015. The
nurse-shadowing day was introduced in 2016-2017 and these students also
completed the Team Climate Inventory; student T test used for analysis.
The percentages of students assisting in a vaginal delivery before and after
the intervention were compared using Fisher’s Exact Test.
response rates were 38% for control group and 42% for intervention group.
Significant improvement (p<0.05) was noted on all axes assessed by the
Team Climate Inventory following the intervention with the largest change in
Participative Safety. 64.25% of control group students assisted in a vaginal
delivery; this increased significantly to 84.65% in the intervention group
Discussions: The introduction of an
interprofessional learning exercise on Labor and Delivery was associated with
improvement in medical student assessment of team climate and with increased
involvement of students in vaginal deliveries.
CREOG & APGO Annual Meeting, 2019, Student, Faculty, Clerkship Director, Professionalism, Systems-Based Practice & Improvement, UME, Team-Based Learning, General Ob-Gyn,