Medical students’ interprofessional placements in primary care: exploring supervisor perceptions and motivation using self-determination theory

Abstract

There are increasing demands for including interprofessional education (IPE) within medical curricula. Primary care is a relatively new medium for IPE. Traditionally in medical programs, most primary care placements are in general medical practice. However, primary care may provide a sustainable solution for practice-based interprofessional learning; ultimately, improving interprofessional collaborative practice. An innovative program at Sydney Medical Program (Australia) incorporates medical student placements with various primary care interprofessional supervisors. Uniprofessional supervisor experiences are well documented. In this qualitative study, we aimed to gain an in-depth understanding of interprofessional supervisor experiences and motivating factors affecting their recruitment and ongoing engagement. Semi-structured interviews were conducted with 21 supervisors from various health professions. Themes were developed through reflexive thematic analysis and further explored using self-determination theory (SDT) as a theoretical lens. Key themes impacting motivation were identified: (a) Affordances and challenges in providing placements (b) Developing competencies and enhancing skills (c) Bridging gaps in primary care. Using SDT as a framework enabled a better understanding of supervisor perceptions and motivation for participating in student placements. Encouraging supervisor autonomy, engaging supervisors in faculty development, and strengthening their relatedness to universities are key to forming sustainable partnerships and enriching student learning in uni- and interprofessional settings.