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Journal of Medical Education

Abstract

Background: Interprofessional collaborative practice (IPCP) is integral to enhancing healthcare delivery and outcomes, built upon core competencies including communication, teamwork, and professional identity. However, situational factors and task-specific demands significantly influence IPCP implementation, particularly in diverse clinical settings. This descriptive qualitative study explored the interaction experiences and situational professional identity of healthcare professionals (HCPs) engaged in IPCP. Methods: Purposive sampling identified 31 HCPs from 11 disciplines, who participated in four focus group interviews. A semi-structured guide facilitated discussions, and thematic analysis was conducted to identify key themes and subthemes. Results: Three major themes emerged: (1) professional identity embedded in team tasks, (2) task-related competencies of IPCP, and (3) patient-centered and task-oriented interprofessional collaboration. HCPs highlighted the dynamic and situational nature of their roles, often adapting professional identities to meet task demands. Communication and familiarity within teams were crucial for fostering trust, tolerance, and effective collaboration. Barriers to IPCP included organizational constraints, workload pressures, and inadequate supervisor support. Conclusions: IPCP competencies are highly context-dependent, requiring adaptability, clear communication, and mutual respect among team members. Training programs should integrate situational learning strategies to develop dynamic, task-specific competencies and foster flexible professional identities. Addressing organizational and structural barriers is essential for optimizing IPCP in clinical practice and improving patient-centered care.

First Page

155

Last Page

168

DOI

10.6145/jme.202409_28(3).0005

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