108 Chapter 7 Table 7.1: Summary of findings Study Chapter Research questions Main findings 1 Construction of cases Chapter 2 How to construct and validate patient cases that are suitable for IPE in undergraduate nursing and medical education? A six-step process to create geriatric cases for classroom IPE was developed by using three different consensus methods. 2 Differences in content of health care plans Chapter 3 What are the differences between the health care plans for older patients of nursing and medical students in UPE versus IPE, especially in the subcategories: diagnostics, medication, consulting different specialists, nursing actions and aftercare? The IPE health care plans had significantly higher score ratios than the UPE health care plans. Most differences were found in the subcategories medication, nursing actions and aftercare. 3 Interview study on perceptions of IPC Chapter 4 How does IPE in a classroom setting influence students’ perceptions of collaboration in clinical practice? Increased social capital of undergraduate students after IPE-sessions in a classroom setting, influenced the way they conceptualised and experienced interprofessional collaboration in clinical practice. For example, students gained general knowledge about each other’s responsibilities and experienced a reduction of hierarchy. 4 Interest in older patients Chapter 5 Does geriatric problem-based interprofessional education influence medical and nursing students’ interest in treating older patients? No significant change in the interest in treating older patients was found in both groups. Nursing students’ interest in treating older people was higher than that of medical students. 5 Long term effect on motivation and skills Chapter 6 Is there a change in motivation for interprofessional collaboration up to one year after an interprofessional education intervention? Is there a change in perceived interprofessional collaboration skills up to one year after an interprofessional education intervention? Is motivation for interprofessional collaboration associated with interprofessional collaboration competence? Fewer differences in motivation scores for interprofessional collaboration were found than expected, probably caused by an imbalance of nursing versus medical student group sizes. The interprofessional collaborative competencies of the interprofessional group grew significantly more than in the uniprofessional group. Autonomous motivation for interprofessional collaboration was significantly associated with interprofessional collaborative skills at T3.
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