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

## TL;DR

A 90-minute interactive workshop during a neurology clerkship improved medical students' interprofessional identity and understanding of teamwork in patient care.

## Contribution

This is the first study to demonstrate the effectiveness of a brief interactive IPL workshop in fostering interprofessional identity among neurology clerkship students.

## Key findings

- The IPL group showed significant improvements in interprofessional identity on the EPIS-G scale.
- Students identified communication challenges and resource limitations as barriers to collaboration.
- Qualitative responses revealed increased commitment to teamwork and recognition of collaborative benefits for patient care.

## Abstract

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.

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.

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.

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.