72 Chapter 4 of regular courses, students might have given socially desirable answers, considering their teacher was the interviewer. Third, in this setting longitudinal relationships between the students could not be established. This might have diminished the effect of growth in social capital. Fourth and last, the interviews were executed shortly after the last IPE-session. It is unclear if long term effects are similar. Further research on long-term effects is underway. Additional inquiry into the personal and educational factors that may influence deep learning effects of IPE-interventions is also recommended. CONCLUSION This qualitative study explored which effect medical and nursing students experienced of IPE-sessions in a classroom setting on IPC in clinical practice. The results reveal effects on multiple levels, all reflecting an increase of social capital among students. In addition to indirect improvement in patient care because of, for example, enlargement of knowledge resources, students explicitly described that they experienced an improvement in patient care as a result of the IPE-sessions in classroom setting. These findings make classroom IPE-initiatives a valuable contributor to sustainable IPE, and justify educational facilities establishing and investigating in this form of IPE. Further research is necessary to determine when and why some students experienced deeper learning effects than others.
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