Interprofessional collaboration among health professions students during the clinical years: The impact of the hidden curriculum

This study assessed attitudes of current third year medical students toward interprofessional collaborative practice (IPCC) through the lens of the hidden curriculum. The following research questions were addressed. 1) From where does the hidden curriculum related to interprofessional collaboration emanate within the clinical environment? 2) What is the nature of these implicit messages being delivered to learners? 3) How does the congruence of preceptor attitudes about interprofessional collaboration influence the maintenance, attenuation, or amplification of students' attitudes about interprofessional collaboration? A mixed methodology concurrent triangulation design was used to assess the understanding of, and attitude change toward, IPCC among current third year medical clerks who had completed a year-long required interprofessional experience during their second year. Results indicated that positive attitudes toward IPCC increased and matured during clinical training as compared to their second year and that both positive and negative messages regarding IPCC emanate from multiple sources within the clinical education environment. Increased regard for some professions was observed. However, as compared to other professions, messages received by students from medical residents about nursing was more complex indicating a less positive view of nursing among residents. Student attitudes were similar to those of their faculty mentors but not necessarily similar to those of medical residents adding support for the construct of the hidden curriculum.