Intraprofessional boundary crossing in acute paediatric care: A rich journey for general practice and paediatric residents

Abstract

AbstractBackgroundAchieving optimal collaboration between general practitioners and hospital‐based critical care doctors is vital yet challenging, necessitating targeted collaborative training during residency. Despite apparent benefits, implementing intraprofessional learning faces constraints. Understanding its occurrence is crucial for engaging and educating residents. Considering boundaries' learning potential, we developed and evaluated an educational programme for general practitioner (GP) and paediatric (P) residents in paediatric emergency care based on Akkerman's Boundary Crossing Theory. The study investigated how intraprofessional learning mechanisms occurred and what learning conditions facilitated or impeded learning of GP and P residents, aiming to optimise educational programme design for intraprofessional collaboration.MethodsWe developed an educational programme with three activities: joint medical assessments of paediatric patients in each other's context, mutually mini‐Clinical Evaluation Exercises (mini‐CEXs) about intraprofessional collaboration skills and educational meetings about collaborative care. We performed a qualitative study with a constructivist approach to explore experiences of the programme. We conducted focus group interviews and analysed mini‐CEXs, utilising Boundary Crossing theory for template analysis.ResultsTen GP and eight P residents participated in our study. Learning mechanisms of identification and coordination dominated the joint medical assessments. Mini‐CEXs stimulated reflection. Educational meetings with supervisors about intraprofessional barriers initiated transformation. Facilitated learning conditions were bidirectional crossing, enthusiastic supervisors, residents being familiar with each other, clear mini‐CEX design and authentic paediatric cases. Unclear mutual expectations during joint medical assessments impeded learning of residents.ConclusionsWorking in each other's context triggers learning mechanisms of identification, coordination and reflection, forming the basis for intraprofessional learning in paediatric emergency care for GP and P residents. For development of new collaboration practices, supervisors are necessary to translate reflection into transformation. Mutual responsibilities and expectations should be made more explicit to create a safer intraprofessional learning environment. Our findings extend to other medical training contexts, leveraging boundaries for learning.