Abstract
INTRODUCTION: Interprofessional education for collaborative practice (IPECP) within pre-licensure health education supports development of collaborative healthcare teams. However, challenges to enacting collaboration exist within contemporary healthcare practice. This study explores the professional socialization experiences of recent medical graduates during early residency/practice to understand contributions of undergraduate IPECP for new medical professionals' development of an interprofessional identity and readiness for collaborative healthcare practice. METHODS: Interpretive, narrative methodology was used to explore the early residency/practice experiences of recent medical graduates (n = 8). Participants were recruited from a longitudinal study of the IPECP experiences of students from five health programs. Interviews centred on personal, social and systemic factors that enable and challenge new graduates' interprofessional identity development. RESULTS: Narratives reveal that developing an interprofessional identity evolves through exposure to interprofessional settings and collaboration in practice. Mentorship from experienced professionals and exposure to collaborative teamwork were facilitators for interprofessional socialization. However, prevailing healthcare culture and settings dictate the level to which meaningful connection and collaboration can occur. The attitudes and behaviours of practicing healthcare professionals were found to reinforce professional hierarchies, stereotypes and a profession-specific identity for new graduates. DISCUSSION: IPECP experiences which address and deconstruct professional hierarchies and stereotypes are needed in education and practice settings to promote collaboration. Preparing new medical professionals to assume their role within interprofessional teams is contingent on the provision of 'real' collaborative experiences and interprofessional exposure. CONCLUSION: Findings support the development of IPECP programming in health education/practice that address barriers to collaborative practice and promotes interprofessional identity development.