Prioritizing Cross-Disciplinary Teaching and Learning and Patient Safety in Hospital-Based Environments

Abstract

In this case scenario, Darvid is a medical student who perceives that practicing his physical examination of a patient at a specific time conflicts with nursing care. His predicament highlights the importance of interprofessional communication. Darvid is hesitant to communicate with the nurse, and his fear is exacerbated by the hierarchical structure of the academic health care setting, exemplified by the senior resident's dismissive response to his concerns. This paper argues that every opportunity should be made to prioritize students' learning but that the patient's needs must come first. The nurse in this case is in a position to help Darvid assess the priorities in this situation, but he must first feel comfortable discussing his concerns. Interprofessional education can serve a valuable role in facilitating open communication.