112 Chapter 7 to make their own role clearer to themselves and to the other professionals, in order to improve the patient health outcomes. This is also reflected in some competencies within the Communication competency area. The interventions stimulated students to talk about roles and responsibilities, and to explain discipline-specific terminology. Both nursing and medical students talked about appreciating the other professional asking them about their ideas and opinions. The intervention also stimulated students to examine their own position, role and power, and they were more conscious about those things in clinical practice. Considering the last competency area, Teams and Teamwork, students learned to appreciate team members’ diverse expertise and roles, and they practiced team reasoning, problem-solving and decision-making. Considering the sub-competencies that were not incorporated in the intervention, the intervention could still be improved in certain areas. First, a preliminary discussion could take place about the different roles of the students, with more information about their professional responsibilities. This could give the students insights into their own and other’s responsibilities and they could move forward with this knowledge while talking about the health care plan of the patient case. Second, some changes could be made in the cases and exercise itself. Promoting the values of individuals and groups, supporting social equality and autonomy, and appreciating diversity were not sufficiently addressed in the intervention. This could be added by making the patient cases more diverse and, for example, adding patient cases with different cultural backgrounds. In the health care plan, students would then have to consider the patient's norms and values, which was not yet sufficiently addressed in the current standard health care plans. Next, a communication issue could be added in the patient case that has to be solved by the students together, such as a language barrier with the fictitious patient. A component in which students are asked to make the shared goals explicit to each other, could help to learn about how to formulate shared goals and realize what each professional contributes to these goals. Third, a debriefing could be added. In the interviews students suggested a debriefing to talk about the content of the health care plans and receive feedback on their own actions. This would help them to learn from their mistakes related to clinical reasoning. Vreugdenhil et al. (2024) describe an example of how to implement a debriefing procedure to facilitate students' clinical reasoning skills. A debriefing would also facilitate the reflection process. Self-reflection after the intervention could be stimulated and a moment of reflection on the collaboration and communication process, either alone or together, written or verbal, could be added. In the domain of Teams and Teamwork, most sub-competencies were not addressed in our intervention. We used relatively short sessions and composed different couples of medical and nursing students for each session. Many sub-competencies in this
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