Medical students' engagement in interprofessional collaborative communication during an interprofessional observed structured clinical examination: A qualitative study

Abstract Background Effective communication is essential for interprofessional collaborative practice; however, a conceptual framework of interprofessional collaborative communication (ICC) has not been proposed. Purpose Develop and apply a conceptual framework of ICC. Methods Literature on interprofessional collaboration and interprofessional communication informed framework development; we then applied it to analyze medical student communication with a standardized nurse (SN). We identified prototypical ways that students engaged in two of the ICC framework constructs. Nurses provided feedback on our framework. Discussion The ICC conceptual framework consisted of four constructs. Higher rated students engaged in more bidirectional information exchange and solicited the SN's input into the care plan. Prototypes ranged from less collaborative (i.e. closed-ended) to more collaborative exchanges inviting the SN to share knowledge and suggestions. Six nurses endorsed the framework. Conclusions Bidirectional information exchange and soliciting input into decision-making may be particularly important for ICC. This novel ICC framework can inform curriculum development and learner assessment.