Effects of interprofessional education on patient perceived quality of care

Background: Active patient-based learning by working together at an interprofessional clinical education ward (CEW) increases collaborative and professional competence among students. Aim: To assess the patients’ perceptions of collaborative and communicative aspects of care when treated by interprofessional student teams as compared to usual care. Method: Patients treated by student teams (medical, nurse, physiotherapy and occupational therapy students) at a CEW comprised the intervention group. Patients treated at a regular ward were taken as controls. The patients answered a questionnaire representing collaborative and communicative aspects of care. Questionnaires from CEW (n ¼ 84) and control (n ¼ 62) patients were obtained (82% vs 73% response rates). Results: CEW patients rated a significantly higher grade of own participation in decisions regarding treatment as compared to controls ( p ¼ 0.006). They did further rate a higher grade of satisfaction with information regarding need of help at home ( p ¼ 0.003) and perceived that the CEW staff had taken their home situation into account at a higher grade in the preparation of discharge ( p ¼ 0.0002). Finally, CEW patients felt better informed ( p ¼ 0.02). Conclusion: Patients perceived a higher grade of quality of care as compared to controls with no signs of disadvantages when treated and informed by supervised interprofessional student teams.