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Medical and nursing students' interprofessional feedback orientations: transitioning from classroom to workplace education.

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Title: Medical and nursing students' interprofessional feedback orientations: transitioning from classroom to workplace education.
Authors: Tielemans, Claudia J. M. (AUTHOR), de Kleijn, Renske A. M. (AUTHOR), van der Schaaf, Marieke F. (AUTHOR)
Source: Journal of Interprofessional Care. Mar/Apr2026, Vol. 40 Issue 2, p292-300. 9p.
Subjects: Psychology of college students, Interdisciplinary education, Mental orientation, Teams in the workplace, School environment, Curriculum, Self-evaluation, Research funding, Focus groups, Philosophy of education, Interprofessional relations, Data analysis, T-test (Statistics), Work environment, Questionnaires, Quantitative research, Professional identity, Descriptive statistics, Longitudinal method, Transitional programs (Education), Research, Communication, One-way analysis of variance, Statistics, Baccalaureate nursing education, Student attitudes, Learning strategies, Comparative studies, Nursing students
Abstract: We investigated how medical and nursing students' perceptions of interprofessional teamwork and feedback orientations change as they transition from classroom to workplace learning. Participants were undergraduate 5th-year medical and 4th-year nursing students in the workplace phase of their training, enrolled in an interprofessional feedback intervention. At three time points (week 1 and 2 classroom; week 14 workplace), we measured students: Dual-role Feedback Orientation, Interprofessional Teamwork Valuing, and Definition of the Interprofessional Team. Analyses of variance were used to identify changes over time. Of the 538 (46%) students who responded in week 1, 65 followed up at the other two time points. Students consistently valued interprofessional teamwork and viewed feedback they received as important for their development. However, students' utility as feedback givers significantly dropped in the workplace. Self-efficacy in using and giving feedback was lower than other variables but stable over training phases. Accountability to give and use feedback increased in the classroom and was sustained in the workplace. The decline in feedback giver utility suggests a negative workplace effect, possibly due to a lack of opportunities to practice giving feedback. Future efforts should focus on supporting students in maintaining their interprofessional feedback skills during the transition from classroom to workplace. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Interprofessional Care is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Medical and nursing students' interprofessional feedback orientations: transitioning from classroom to workplace education.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Interprofessional+Care%22">Journal of Interprofessional Care</searchLink>. Mar/Apr2026, Vol. 40 Issue 2, p292-300. 9p.
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  Data: <searchLink fieldCode="DE" term="%22Psychology+of+college+students%22">Psychology of college students</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+education%22">Interdisciplinary education</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+orientation%22">Mental orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Teams+in+the+workplace%22">Teams in the workplace</searchLink><br /><searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Self-evaluation%22">Self-evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Focus+groups%22">Focus groups</searchLink><br /><searchLink fieldCode="DE" term="%22Philosophy+of+education%22">Philosophy of education</searchLink><br /><searchLink fieldCode="DE" term="%22Interprofessional+relations%22">Interprofessional relations</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis%22">Data analysis</searchLink><br /><searchLink fieldCode="DE" term="%22T-test+%28Statistics%29%22">T-test (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Work+environment%22">Work environment</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Quantitative+research%22">Quantitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+identity%22">Professional identity</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink><br /><searchLink fieldCode="DE" term="%22Transitional+programs+%28Education%29%22">Transitional programs (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Research%22">Research</searchLink><br /><searchLink fieldCode="DE" term="%22Communication%22">Communication</searchLink><br /><searchLink fieldCode="DE" term="%22One-way+analysis+of+variance%22">One-way analysis of variance</searchLink><br /><searchLink fieldCode="DE" term="%22Statistics%22">Statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Baccalaureate+nursing+education%22">Baccalaureate nursing education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink><br /><searchLink fieldCode="DE" term="%22Nursing+students%22">Nursing students</searchLink>
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  Data: We investigated how medical and nursing students' perceptions of interprofessional teamwork and feedback orientations change as they transition from classroom to workplace learning. Participants were undergraduate 5th-year medical and 4th-year nursing students in the workplace phase of their training, enrolled in an interprofessional feedback intervention. At three time points (week 1 and 2 classroom; week 14 workplace), we measured students: Dual-role Feedback Orientation, Interprofessional Teamwork Valuing, and Definition of the Interprofessional Team. Analyses of variance were used to identify changes over time. Of the 538 (46%) students who responded in week 1, 65 followed up at the other two time points. Students consistently valued interprofessional teamwork and viewed feedback they received as important for their development. However, students' utility as feedback givers significantly dropped in the workplace. Self-efficacy in using and giving feedback was lower than other variables but stable over training phases. Accountability to give and use feedback increased in the classroom and was sustained in the workplace. The decline in feedback giver utility suggests a negative workplace effect, possibly due to a lack of opportunities to practice giving feedback. Future efforts should focus on supporting students in maintaining their interprofessional feedback skills during the transition from classroom to workplace. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Interprofessional Care is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=192006001
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/13561820.2025.2595940
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
        StartPage: 292
    Subjects:
      – SubjectFull: Psychology of college students
        Type: general
      – SubjectFull: Interdisciplinary education
        Type: general
      – SubjectFull: Mental orientation
        Type: general
      – SubjectFull: Teams in the workplace
        Type: general
      – SubjectFull: School environment
        Type: general
      – SubjectFull: Curriculum
        Type: general
      – SubjectFull: Self-evaluation
        Type: general
      – SubjectFull: Research funding
        Type: general
      – SubjectFull: Focus groups
        Type: general
      – SubjectFull: Philosophy of education
        Type: general
      – SubjectFull: Interprofessional relations
        Type: general
      – SubjectFull: Data analysis
        Type: general
      – SubjectFull: T-test (Statistics)
        Type: general
      – SubjectFull: Work environment
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Quantitative research
        Type: general
      – SubjectFull: Professional identity
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Longitudinal method
        Type: general
      – SubjectFull: Transitional programs (Education)
        Type: general
      – SubjectFull: Research
        Type: general
      – SubjectFull: Communication
        Type: general
      – SubjectFull: One-way analysis of variance
        Type: general
      – SubjectFull: Statistics
        Type: general
      – SubjectFull: Baccalaureate nursing education
        Type: general
      – SubjectFull: Student attitudes
        Type: general
      – SubjectFull: Learning strategies
        Type: general
      – SubjectFull: Comparative studies
        Type: general
      – SubjectFull: Nursing students
        Type: general
    Titles:
      – TitleFull: Medical and nursing students' interprofessional feedback orientations: transitioning from classroom to workplace education.
        Type: main
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              Text: Mar/Apr2026
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              Y: 2026
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