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Randomized Controlled Trial
. 2025 Jul 1;25(1):887.
doi: 10.1186/s12909-025-07492-1.

Building interprofessional identity in neurology with interactive interprofessional learning: a randomized controlled trial

P Altmann  1   2 , B Fasching  3   4 , T Rothschedl  5 , S Matuschitz  5 , N Krajnc  3   4 , J Ebner  3   4 , M Handgraaf  6 , K Gottfried  7 , P S Rommer  3   4 , T Berger  3   4 , M Wagner-Menghin  4   8
Affiliations
Randomized Controlled Trial

Building interprofessional identity in neurology with interactive interprofessional learning: a randomized controlled trial

P Altmann et al. BMC Med Educ. .

Abstract

Background: Despite the essential role of interprofessional collaboration in neurology, to improve patient outcomes, targeted research on interprofessional learning (IPL) interventions during neurology clerkships remains limited. This study aimed to assess the impact of a brief interactive IPL workshop on interprofessional identity among medical students.

Methods: In this randomized controlled trial, neurology clerkship students (N = 39) were allocated to either a 90-min interactive IPL workshop or a non-interactive control session. We assessed outcomes by triangulating findings across Extended Professional Identity Scale (EPIS-G) scores, challenges and opportunities perceived by students, and reflective responses on interprofessional identity and applicability.

Results: On a group level, The IPL intervention group (n = 27) demonstrated improvements in all domains of interprofessional identity on the EPIS-G (paired samples t-test, p < 0.001) which was not observed in the control group (n = 10). Communication challenges and resource limitations were primary concerns among students, while information sharing and enhanced patient care emerged as key opportunities. Qualitative analysis highlighted students' increased commitment to collaboration, openness to teamwork, and recognition of the patient care benefits inherent in collaborative practices.

Conclusions: An interactive 90-min IPL workshop within a neurology clerkship can initiate medical students' interprofessional identity formation. Students' insights into relevant challenges and opportunities indicate their basic understanding of the complexity of collaborative practice. This study supports the future integration of IPL specifically within neurology to advance collaborative practice.

Keywords: Interprofessional Collaboration; Interprofessional Identity; Interprofessional Learning; Neurology Clerkship; Undergraduate Medical Education.

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Conflict of interest statement

Declarations. Ethics approval and consent to participate: This study received formal approval from the Data Protection Agency of the Medical University of Vienna in January 2024. For educational research involving medical students at our institution, the Data Protection Agency (Inneruniversitäre Datenschutzkommission der Medizinischen Universität Wien) serves as the responsible review board. Additionally, the local Ethics Committee (Ethikkommission der Medizinischen Universität Wien, A-1090 Vienna, Austria) reviewed the study protocol and confirmed that no separate ethics approval was required, given the clearance granted by the Data Protection Agency. The use of informed verbal consent for participation was explicitly approved as part of this process. All participants gave informed verbal consent prior to participation in this optional workshop. Anonymity was strictly maintained throughout data collection and analysis. We performed this study in compliance with the Helsinki Declaration and prepared this report in accordance with the CONSORT guidelines [29]. Consent for publication: Not applicable. Competing interests: The authors declare no competing interests.

Figures

Fig. 1
Fig. 1
CONSORT flow diagram showing student participation across each phase of this randomized open-controlled trial of interprofessional learning: enrollment, intervention allocation, and final analysis
Fig. 2
Fig. 2
Example student illustration depicting interprofessional collaboration as a construction site, emphasizing teamwork, shared goals, and mutual support
Fig. 3
Fig. 3
These bar charts plot the mean score per EPIS-G subscale from participating students before and after the IPL workshop (n = 27 in the intervention group and n = 10 in the control group). Colors indicate the level of agreement on a 5-point Likert scale. EPIS-G: Extended Professional Identity Scale-German, IPL: interprofessional learning
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