Education Research: Qualitative Thematic Analysis of Interprofessional Student Reflections Following Simulated Virtual Care Conferences of Neurology Patients

Background and Objectives
Interprofessional education (IPE), in which students learn with, from, and about other professions, is an accreditation requirement for most health care professional trainees, including undergraduate medical education learners. The ultimate goal of IPE is to improve health care outcomes. Yet, it can be difficult to demonstrate that IPE links directly to improved care delivery. Thus, our objective was to design and deliver an interprofessional experience for learners such that new information acquired would be easily applicable and transferable to improve collaborative care in practice. Our hypothesis was that as a result of participating in the event, students would engage in new behaviors that would improve teamwork or health care outcomes.

Methods
Educational student-led interprofessional care conferences were embedded into a neurology clerkship for medical students. Students from other allied health professional programs were invited to participate. Prework was made available to students using a learning management system and completed asynchronously; subsequently, learners engaged interprofessionally through Zoom Video Communications to develop care plans for a deidentified patient in the neurology intensive care unit. Participants were asked to reflect on (1) what was learned as a result of the interprofessional discussion and (2) how that new information would prompt them to change a behavior that would improve interprofessional collaboration. Subsequently, learners were asked to reflect on whether they had changed a behavior and report on the outcomes or barriers. Qualitative inductive analysis identified themes from students' responses.

Results
Two hundred ninety-three learners participated in the IPE event. Outcomes achieved from participating in the interprofessional activity included gaining new knowledge, developing new perspectives, collaboration, breaking stereotypes, inclusion, advocacy, and empowerment. When students changed their own behavior as a result of the IPE activity, the following results were reported: increased confidence, intentionality engaging other professions, deliberate collaboration/communication/consultations, and delivery of patient/family-centered care. Based on student reflections of the behavior changes they made, patient safety (n = 40) and quality of care (n = 90) were perceived to be improved.

Discussion
IPE can be intentionally designed and implemented in ways that prompt behavioral changes in students, and this may lead to improved outcomes for health care teams and patients.