Exploring Interprofessional Development Opportunities Among Student Health Professional Research Assistants (SHPRA)
Background: Students in healthcare programs who perform research alongside faculty, create the identity of a Student Health Professional Research Assistant (SHPRA). Experiences between the SHPRA and their mentor are authentic, developing interprofessional socialization and dual identity formation by demonstrating the expected knowledge, behaviors, and skills that are integrated in their respective profession. Both students and faculty gain the value of intrinsic growth and professional development through interprofessional socialization and dual identity formation.
Purpose: The purpose of this presentation is to highlight the valuable experiences associated with SHPRA responsibilities, while developing interprofessional socialization and dual identity formation.
Design/Methodology: Key SHPRA experiences that foster interprofessional socialization and dual identity formation include:
1. Developing a student-mentor relationship with faculty.
2. Participating in a research study.
3. Presenting at interprofessional and research conferences.
4. Gaining enrichment through experiential learning to advance clinical practice.
Results: Fostering the development of interprofessional socialization and dual identity formation through SHPRA experiences is anecdotally evidenced from a university professor who witnessed how the unique role encourages students to understand their strengths while inspiring them to do more than they thought was possible. The skills developed while performing research further translate into clinical practice by developing problem solving skills and strategies to answer complex questions. Additionally, student-led pro bono clinics have exhibited meaningful engagement of interprofessional collaboration and inclusion for underserved individuals. Students who have been a part of this initiative have helped clinically prime newcomers that are interested in offering treatment to those who would not otherwise receive care.
Reflection/Implications: SHPRAs gain interprofessional socialization and professional development experiences that help shape dual identity formation. Interprofessional socialization consists of interaction with various disciplines and learning models within a healthcare community. Furthermore, the SHPRA experience contributes to advancing clinical practice through research and excelling as an evidence-based clinician.
Conclusion: Interprofessional socialization and dual identity formation enables learners from across healthcare professions to collaborate within the research context. The next generation of healthcare providers may experience longitudinal benefits that are attributed from clinical experience, interprofessional education, and professional development. Early experiences of interprofessional socialization may lead to the establishment of ongoing collaborative practice.
Poster fulfills core criteria: This poster fulfills the criteria for Interprofessional Student/Learner poster by addressing how the SHPRA role impacts the development of interprofessional socialization and dual identity formation.
