JRMC Vol.

28 (Issue 1) Journal of Rawalpindi Medical College

https://doi.org/10.37939/jrmc.v28i1.2400

Perception Of Socialization In Interprofessional Practice Among Healthcare

Professionals At Tertiary Healthcare Facility
Khadija Qamar1, Abdullah Azam Khan2, Taimur Azam Khan3, Anam Haider4, Rehana Khadim5, Tahira Ayub6

Abstract

Objective: To analyze the perceptions of health care professionals from a variety of fields (Anesthesia, Radiology, Gynecology,
Surgery, and Orthopedics) on inter-professional socialization in a clinical setting to determine any potential disparities between
educational training and to identify gaps.
Method: After obtaining ethical approval and informed consent, a cross-sectional study was conducted from April to June
2023 on 150 Healthcare professionals (Residents of Anesthesiology, Radiology, Gynaecology & Obstetrics, General Surgery
and Orthopedics) working at CMH/PEMH. Consecutive non-probability sampling was utilized to collect the data. A close-
ended questionnaire with interprofessional socialization and valuing scale was administered to the participants, providing
proper instructions through hard copy and Google Forms. Data was analyzed by using SPSS version 25. Descriptive statistics
were applied.
Results: Study results revealed that participants developed a recognition of the advantages of inter-professional collaboration
with the highest score of valuing patient-centred care followed by self-perception of team responsibility and the lowest score
of comfort in working with others.
Conclusion: This research gives a unique perspective on the experiences of health science professionals from various fields
(Anesthesiology, Gynecology, Orthopedics, Radiology, and Surgery) in Interprofessional socialization.
Keywords: Interprofessional Socialization and Valuing Scale, Interprofessional Education, Healthcare professionals

1
Professor, Army Medical College, Rawalpindi; 2 Undergraduate Student, Army Medical College, Rawalpindi; 3 Registrar, CMH Rawalpindi; 4 Bio Statistician,
Army Medical College, Rawalpindi; 5 Managing Editor, Army Medical College, Rawalpindi; 6 Assistant Director, Fazaia Medical College, Rawalpindi.
Correspondence: Dr. Rehana Khadim, Managing Editor, Pakistan Armed Forces Medical Journal. Email: [email protected]
Cite this Article: Qamar K, Khan AA, Khan TA, Haider A, Khadim R, Ayub T. Perception Of Socialization In Interprofessional Practice Among Healthcare
Professionals At Tertiary Healthcare Facility. JRMC. 2024 Mar. 28;28(1). https://doi.org/10.37939/jrmc.v28i1.2400.
Received January 19, 2023; accepted July 31, 2023; published online March 15, 2024

prepare their students for the leap from classroom

1. Introduction theory to real-world application. The goal of these
To keep up with the ever-changing demands of activities is to give students opportunities to put
patients, healthcare providers must work together in theoretical knowledge into practice.4
Interprofessional teams. It is becoming increasingly Students and practitioners in the health sciences
important to adopt an Interprofessional client-centred approach the clinical setting with the expectation that
strategy in the healthcare industry as it adapts to suit they will use what they have learnt through
the needs.1 It helps us get closer to the goal of Interprofessional education (IPE) in the classroom.5,6
providing care that is prompt, efficient, and effective. Students begin to form their professional networks in
As a result, Interprofessional education activities have classroom settings where they participate in
become a standard part of healthcare professionals' disciplinary-specific learning activities. However, this
training.2 procedure also occurs in clinical settings, which
The World Health Organization (WHO) defines frequently feature impediments to collaboration.7 Due
Interprofessional Education (IPE) as the process by to a lack of interaction between specialists in different
which professionals from different fields learn about, fields of medicine, there is a lot of misunderstanding
from, and with each other to foster productive and disrespect among them. Students' ability to work
collaboration and better outcomes. Improved together and communicate effectively has benefited
socialization is just one of the many good outcomes greatly from the inclusion of IPE learning activities
that have been shown to result from health science into professional educational programs. It has also
students' participation in Interprofessional education helped them realize the value of building relationships
(IPE) activities.3 Because of this, health science with others in the healthcare field.
programs are increasingly including a wide range of There is a dearth of research into the efficacy of
Interprofessional active learning activities to better translating the skills acquired during IPE activities
into clinical practice settings, despite the encouraging

(C) 2023 by Rawalpindi Medical University 440 Page No.

JRMC Vol. 28 (Issue 1) Journal of Rawalpindi Medical College

progress observed in Interprofessional Education Table 1: Demographic characteristics of the Residents (n=150)
Parameters n (%)
(IPE) towards the adoption of suitable professional
socialization and the incorporation of IPE as a Gender Male 87 (58.0%)
mandatory curricular requirement for accreditation in Female 63 (42.0%)
most healthcare education programs. According to the Mean age in Years 32.01±4.71
available literature, interdisciplinary collaboration Mean experience in Years 5.20±3.63
between academic institutions and medical practices
is quite uncommon.8 This study aims to investigate the Out of total residents, 33 (22.0%) residents were from
the gynaecology department, 31 (20.7%) radiology 25
perspectives of healthcare workers from diverse fields
(16.7%) orthopedics, 30 (20.0%) anesthesiology and 31
of clinical sciences about inter-professional
(20.7%) General surgery. (Figure 1)
socialization.
25.0% 22.0% 20.7% 20.7%
20.0%
20.0% 16.7%
2. Materials & Methods 15.0%
After obtaining ethical approval from IERB (Ref no. 10.0%
5.0%
2023), the cross-sectional study was conducted from
0.0%
April to June 2023 on 150 health professionals working
at CMH/PEMH. Data was gathered by consecutive non-
probability sampling from postgraduate residents.
Inclusion Criteria: Post-graduate residents of either
gender (anaesthesia, radiology, gynaecology, surgery,
and orthopaedics) were included in the study. Figure 1: Disciplines of Health Care Professionals (n=150)
Exclusion Criteria: Undergraduate medical students
were excluded. The Table 2 results revealed a lower mean for all items.
The researchers administered a closed-ended The survey items with the lowest mean are "I feel
questionnaire with the Interprofessional Socialization comfortable initiating discussion about sharing
and Valuing Scale (ISVS) to the participants after responsibility for client care" (mean = 3.83), "I feel
informed consent, providing proper instructions through comfortable debating issues in a team" (mean = 3.93), "I
both hard copy and Google Forms. Confidentiality of the feel comfortable speaking out within the team where
study participants was maintained. others are not keeping the best interests of the client in
Data was analyzed by using Statistical Package for mind" (mean = 3.99), and "I feel comfortable clarifying
misconceptions with other members of the team about
Social Sciences (SPSS) 22.00. Mean ± standard
the role of someone in my profession" (mean = 3.99).
deviation (SD) was calculated for quantitative variables
Table 3 presents the internal consistency reliabilities,
and Frequency and percentage were calculated for mean item scores, and standard deviations of each scale.
qualitative variables. Cronbach's alpha was used for the Internal consistency assesses how well items contribute
validation of the Interprofessional Socialization and to the measurement of a single construct and is reported
Valuing Scale (ISVS). ANOVA test was for a discipline- using Cronbach’s alpha. The coefficient alphas ranged
wise comparison of interprofessional specialization. The from 0.79 to 0.89, indicating moderate to excellent
p-value ≤ 0.05 was considered statistically significant. reliability. The coefficient alpha for the scale as a whole
(24 items) was 0.958 indicating that survey items have
3. Results strong internal consistency. The mean item scores
ranged from 4.07 (for Comfort in Working with Others)
A total of (n=150) residents were included in this study, to 4.35 (for Valuing Patient-Centred Care), indicating
and all the study subjects were identified as current that greater comfort with team interaction occurred on
residents with full-time clinical experience. Mean work average to a fairly great extent. In contrast, self-
experience was 5.20±3.63 years. Out of the total, 87 perceived ability to work with others occurred to a great
(58.0%) residents were male and 63 (42.0%) females extent as a consequence of participation in the
with a mean age of 32.01±4.71 Years. The demographic workshops. The standard deviations of the scales were
characteristics of the residents are shown in Table 1. low (5.68 to 6.98), indicating that the ISVS captured
diversity in responses, as desired.

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JRMC Vol. 28 (Issue 1) Journal of Rawalpindi Medical College

Table-2: Inter professional socialization and valuing scale survey others factor (p value=0.454), self-perceived ability to
results (n=150) work with others factor (p-value = 0.144), and valuing
S.No. Factors Mean ± SD
A- Comfort in Working with Others
of patient-cantered care factor (p-value=0.403). as
1. I'm at ease starting a conversation about sharing 3.83 ± 1.62
indicated in the table, the factor "self-perception of team
responsibilities for client care.
responsibility" differed significantly from discipline
2. I feel at ease arguing problems in groups. 3.93 ± 1.56
with a p-value of 0.014.
3. In a team setting, I am at ease as the leader. 4.33 ± 1.71 Table 3: Mean Scores of Attributes
4. I am comfortable taking on different positions in a 4.13 ± 1.62 Factors Cronbach's Mean ±
team. alpha SD
5. In a group conversation, I can share and exchange 4.21 ± 1.58
Comfort in Working with Others 0.82 4.07±1.18
ideas.
6. I am comfortable speaking up within the team when 3.99 ± 1.59 Value in Working with Others 0.91 4.20±1.20
others are not acting in the best interests of the client. Self-Perceived Ability to Work 0.89 4.25±1.19
B- Value of Collaborating with Others
with Others
7. I prefer to work as part of a multidisciplinary team. 4.17 ± 1.62
8. I've grown to appreciate the advantages of 4.08 ± 1.47
Self-Perception of Team 0.92 4.34±1.34
interprofessional collaboration. Responsibility
9. I've gained a better understanding of the value of 4.29 ± 1.69 Valuing of Patient-Centred Care 0.85 4.35±1.22
working as a team.
10. I believe that interprofessional practise will inspire 4.16 ± 1.58
According to the world health organization, IPE aims to
me to stay in my field.
11. Interprofessional practise, in my opinion, is not a 4.29 ± 1.64
achieve client client-centred approach through
waste of time. socialization and collaboration of health professionals
C- Self-Esteemed Capability to Collaborate with Others across a variety of disciplines. It has also been
12. Within an interprofessional team, I have gotten a 4.45 ± 1.67 emphasized in the literature that just like other skills for
greater grasp of my own approach to treatment. health care professionals, inter-professional
13. I am able to listen to other team members. 4.31 ± 1.46 collaboration is a pivotal skill in improving overall
14. I am at ease explaining misconceptions about the 3.97 ± 1.59 health-related outcomes for patients.
function of someone in my field with other team
The present study aimed to evaluate participants'
members.
attitudes and perceptions towards interprofessional
15. I place a higher value on contact with team members 4.34 ± 1.65
that is open and honest
teamwork using the Interprofessional Socialization and
16. I now have more realistic expectations of other team 4.23 ± 1.67
Valuing Scale (ISVS). The findings of this study offer a
members. valuable understanding of the initial professional
17. I now have a better understanding of the duties of 4.21 ± 1.63 perspectives regarding socialization among residents of
other professionals in a team. health sciences from different disciplines.
D- Self-Awareness of Team Responsibility Previously, healthcare professionals used to work
18. Accepting responsibilities allocated to me within a 4.21 ± 1.63 independently in silos, occasionally transferring care to
team makes me feel at ease.
another health professional. However, the healthcare
19. I am confident in my ability to contribute completely 4.43 ± 1.70
system is now under immense pressure due to the
to the team.
following factors such as the increasing emphasis on
20. I am at ease with being held accountable for the 4.51 ± 1.49
duties I have accepted.
patient safety, the explosion of biomedical knowledge,
E- The Value of Patient-Centered Care the presence of patients with multiple diseases, increased
21. I am comfortable making joint decisions with clients. 4.10 ± 1.53 life expectancy and the rise in medico-legal claims. As
22. I now have a greater knowledge of the client's 4.44 ±1.53 the population's demands change, the healthcare
engagement in care decision making. workforce must constantly adapt to meet these demands.
23. I've realised how important it is to have the customer 4.25 ± 1.51 In general, the results of this study indicate that
and family as members of a team. participants in the study acknowledge the significance of
the collaborative approach and the value of inter-
There was no statistically significant difference between professional teamwork. Now more than ever,
discipline and the comfort in working with others professionals from different fields have to collaborate.
component (p value=0.469), value in working with

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JRMC Vol. 27 (Issue 4) Journal of Rawalpindi Medical College

Table 4: Discipline-Wise Comparison of Interprofessional Specialization (n=150)

Factors Anaesthesiology Gynaecology Orthopaedics Radiology General p value
(n=30) (n=33) (n=25) (n=31) Surgery
(n=31)
Comfort in Working with 4.30±1.38 3.84±1.08 4.13±0.73 3.89±0.95 4.21±1.18 0.469
Others
Value in Working with Others 4.37±1.48 4.20±1.13 4.20±0.72 3.85±1.05 4.36±1.40 0.454
Self-Perceived Ability to Work 4.47±1.50 4.01±1.24 4.17±0.77 3.98±0.84 4.62±1.33 0.144
with Others
Self-Perception of Team 4.63±1.64 3.92±1.37 4.69±1.37 3.88±1.08 4.70±1.45 0.014*
Responsibility
Valuing of Patient-Centered 4.38±1.24 4.31±1.25 4.54±0.93 4.01±1.29 4.56±1.31 0.403
Care

The training of graduates to become an efficient team level of contribution from other health professionals in
member in the field of healthcare has evolved to the study groups.
incorporate inter-professional educational activities. In relevance to this, the survey items of this study related
There is an ongoing dialogue regarding the prevalence, to comfort and communication within the team
vitality, and evolution of inter-professional practice in displayed slightly lower mean scores. Specifically, the
clinical settings. It has been observed that students tend items "I feel comfortable initiating discussion about
to adopt a conventional mindset focused on their sharing responsibility for client care," "I feel
discipline, which leads them to encounter challenges in comfortable debating issues in a team," "I feel
effectively engaging with other healthcare professionals comfortable speaking out within the team where others
to address complex issues in the context of clinical are not keeping the best interest of the client in mind,"
practice. The participants in this study recognize that and "I feel comfortable clarifying misconceptions with
effective communication and fostering a sense of team other members of the team about the role of someone in
spirit are crucial elements that can enhance their ability my profession" garnered relatively lower mean scores.
to collaborate and improve patient care. These results suggest that participants may have some
areas of potential improvement in terms of comfort and
4. Discussion confidence in specific aspects of working with others in
an interprofessional team. These results support existing
Examining the specific factors assessed in the study, the literature highlighting the negative impact of ineffective
mean scores for Comfort in Working with Others, Value communication on patient care quality.
in Working with Others, Self-Perceived Ability to Work According to previous research, the participants have
with Others, Self-Perception of Team Responsibility, agreed on several benefits of this approach, however,
and Valuing of Patient-Centered Care all exceeded the they also perceive challenges when it comes to
midpoint of the rating scale, indicating overall positive interprofessional education and the difficult transition
perceptions. These findings suggest that the participants from education to practice within authentic clinical
have a strong inclination towards interprofessional environments. Despite students showing a readiness to
collaboration and demonstrate a recognition of the learn, they lack the guidance to comprehend the roles of
importance of working effectively with others in a team other health disciplines. Healthcare educators are
setting.9 responsible for fostering inclusive collaborative
It has already been indicated in other research that when relationships among disciplines, but they face the
the participants of IPS intervention programs were challenge of enhancing the understanding of the roles
engaged with learners from other disciplines, they were and responsibilities among learners from various
able to develop insight and favourable attitudes, towards disciplines. Woodworth highlights the importance of
the team members of other professions. They considered educators creating more opportunities for students to
it as an opportunity to transform their conventional engage in interprofessional experiences within
views about their profession as well as preexisting educational settings.10 Educators should emphasize
beliefs and misperceptions about other health viewing themselves as interprofessional faculty rather
professions. They were able to appreciate and value the than solely focused on their profession, aiming to inspire
JRMC Vol. 28 (Issue 1) Journal of Rawalpindi Medical College

students to embrace and advocate for an additional measurement tools, and incorporating
interprofessional team-based healthcare system.11 objective measures of Interprofessional collaboration
They do believe that an encouraging workplace culture and its impact on patient outcomes.
of inter-professional team interaction has to be in place The findings of this study indicate positive attitudes and
to value and support the group dynamics between perceptions towards Interprofessional teamwork among
different specialities for superior patient outcomes.12 the participants. Despite slightly lower mean scores for
Nonetheless, the overall positive perceptions some items related to comfort and communication
demonstrated by the participants, as reflected in the within the team, participants demonstrated overall
higher mean scores for other factors, indicate a positive positive perceptions, valuing patient-centred care,
inclination towards inter-professional teamwork. The recognizing their responsibilities, and exhibiting
highest mean scores were observed for Valuing Patient- confidence in their ability to work with others in an
Centered Care, followed by Self-Perception of Team Interprofessional setting. These results highlight the
Responsibility, Self-Perceived Ability to Work with importance of fostering and promoting Interprofessional
Others, Value in Working with Others, and Comfort in collaboration in healthcare education and practice,
Working with Others. This suggests that participants aiming to improve patient outcomes and enhance the
highly value patient-centred care, recognize their overall healthcare experience.
responsibilities within the team, exhibit confidence in
their ability to work with others, and appreciate the 5. Conclusion
benefits of interprofessional collaboration. We need to
develop a collaborative workplace which can foster and This study provides a unique viewpoint on the
encourage interprofessional team interaction. experiences of practising health science professionals
The strong internal consistency of the survey items, as from a variety of disciplines (Anesthesiologist,
indicated by the high Cronbach's alpha coefficient Gynaecologist, Orthopaedic, Radiologist, and Surgeon)
(0.958),13 suggests that the ISVS is a reliable tool for on interprofessional socialisation in the clinical setting.
assessing participants' socialization and values related to According to the study, while the benefit of joint practice
interprofessional teamwork and collaboration.14 The is emphasised in academia, additional measures are
high coefficient indicates that the survey items are required to help students transition from
measuring the same underlying construct consistently. interprofessional education (IPE) to interprofessional
The positive attitudes and perceptions observed in this practice (IPP).
study suggest that the participants have the potential to CONFLICTS OF INTEREST- None
contribute positively to interprofessional teams, leading
to better overall patient care and outcomes. These Financial support: None to report.
findings also align with previous research highlighting Potential competing interests: None to report
the importance of interprofessional collaboration in Contributions:
healthcare settings.15,16 Effective teamwork and K.Q, A.A.K, T.A.K, A.H, R.K, T.A - Conception of
collaboration among healthcare professionals have been study
linked to improved patient outcomes, enhanced K.Q, A.A.K, T.A.K, A.H, R.K, T.A -
communication, and increased satisfaction among both Experimentation/Study Conduction
patients and healthcare providers. 17,18 K.Q, A.A.K, T.A.K, A.H, R.K, T.A -
It is worth noting that this study has certain limitations. Analysis/Interpretation/Discussion
Firstly, the sample size and composition might limit the K.Q, A.A.K, T.A.K, A.H, R.K, T.A - Manuscript
generalizability of the findings to a larger population. Writing
Additionally, the study relied on self-reported data, K.Q, A.A.K, T.A.K, A.H, R.K, T.A - Critical Review
which may introduce response bias and social K.Q, A.A.K, T.A.K, A.H, R.K, T.A - Facilitation and
desirability effects. We can also draw inferences from Material analysis
participants’ experience, that there are some challenges All authors approved the final version to be published
in implementing IPP lack of optimal training. Future & agreed to be accountable for all aspects of the work.
research could address these limitations by including a
more diverse and representative sample, utilizing

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JRMC Vol. 28 (Issue 1) Journal of Rawalpindi Medical College

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