Nursing and medical students near-peer activity in the anatomy laboratory: format for success

Abstract

Background/aims: An anatomy interprofessional near-peer learning activity (AIP-NPLA) between nursing and medical students was piloted to assess its implementability. This study aimed to: (1) identify key factors of feasibility and (2) describe student-group perceptions of their experience of the interprofessional education (IPE) activity.

Methods: A total of 59 medical and 179 nursing students participated in the AIP-NPLA whereby medical students were asked to facilitate and lead group discussions with their nursing students colleagues on an anatomical topic using a donor cadaver. Each AIP-NPLA session lasted a total of two hours. A mixed methods approach was employed using both quantitative and qualitative means of assessment. Variables such as Readiness for Interprofessional Learning, Professional Self-Identity, Clinical Teaching Preference, and Near-Peer Teaching and Learning Experience were assessed quantitatively using validated surveys. Qualitative measures included thematic content analysis of focus group interviews conducted following the AIP-NPLA to capture the perceptions of the student groups' experience in the IPE activity.

Results: The results of this investigation demonstrated that there are key factors to consider when designing successful and sustainable IPE activities; the level of clinical exposure and therefore student-group pairing based on professional self-identify scores, optimal tutor-to-tutee group ratios and an activity format that maintained an informal, flexible and free forum for discussion on a topic of common knowledge. Focus group interviews also revealed reflections on professional stereotypes.

Conclusion: These findings suggest that early implementation of IPE activities outside of a clinical setting are beneficial and can foster both learning from one another and positive perceptions of interprofessional roles when carefully designed.

Keywords: anatomy; health-professional education; interprofessional; near-peer learning; professional identity.

Figure 1

Distribution of student participation in the AIP-NPLA.

Figure 2

Distribution of the scores for question 7 of the Professional Self-Identity scale. The asterisks represent statistically significant differences from Med 1 assessed by Student’s t-test (*p<0.05; ***p<0.0001). After Bonferroni correction with the level of significance adjusted from 0.05 to 0.05/9=0.005, the significant differences found between survey responses obtained among the Med 2 and BNI and BNI and BScN were maintained.