{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,22]],"date-time":"2026-10-22T08:41:43Z","timestamp":1792658503362,"version":"4.5.0"},"reference-count":35,"publisher":"Springer Science and Business Media LLC","issue":"1","license":[{"start":{"date-parts":[[2026,10,22]],"date-time":"2026-10-22T00:00:00Z","timestamp":1792627200000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"},{"start":{"date-parts":[[2026,10,22]],"date-time":"2026-10-22T00:00:00Z","timestamp":1792627200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":["BMC Med Educ"],"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Interprofessional education (IPE) in palliative care is essential for fostering collaborative, patient-centred practice. However, existing programs often underrepresent non-medical professions and insufficiently address spiritual care, ethical reflection, and experiential learning, despite the relevance of these aspects to comprehensive, holistic palliative care. This study evaluates an innovative interprofessional curriculum integrating the Canadian Interprofessional Health Collaborative (CIHC) framework, Social Identity Theory (SIT), and Transformative Learning Theory (TLT), designed to promote holistic, values-based learning through narrative-based, experiential methods.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>\n                      A mixed-methods design was employed in the second implementation cycle (summer term 2025) of the course \u2018\n                      <jats:italic>Interprofessional Collaboration in Palliative Care<\/jats:italic>\n                      \u2019 at Hochschule Hannover, involving 25 students from medicine, nursing, social work, and religious education. A quantitative survey assessed knowledge, attitudes, and skills, while two focus groups explored learning experiences and interprofessional collaboration within the course. Data were analysed using descriptive statistics and inductive-deductive qualitative content analysis (Kuckartz &amp; R\u00e4diker) with MAXQDA 2024.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>A total of 19 students participated in the survey, and 10 students took part in the two focus groups. Students reported high satisfaction with the course structure, practical orientation, and the storyline method, which facilitated engagement and team-based learning. The survey showed particularly positive ratings for social and communication skills, knowledge of other professional groups, and team-oriented problem solving. Qualitative analysis revealed eleven sub-codes allocated to three deductive main codes: (1) the course\u2019s narrative design enabled deep reflection on professional identity and ethical responsibilities; (2) underrepresentation of medical and nursing students in some groups risked professional hierarchies; (3) students expressed a strong desire for more balanced professional representation, discipline-specific content, and clinical experiences, such as visits to hospices or contact with patients.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>This study demonstrates that a theoretically grounded, narrative-based IPE curriculum can support interprofessional competence and reflection on professional roles in palliative care. However, challenges remain in ensuring equitable professional representation and integrating authentic clinical experiences. Future programs must reflect time limitations, balance narrative engagement with discipline-specific depth and integrate structured clinical placements or simulated patient encounters to fully prepare students for the complex, collaborative realities of palliative care practice.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1186\/s12909-026-10663-3","type":"journal-article","created":{"date-parts":[[2026,10,22]],"date-time":"2026-10-22T02:56:07Z","timestamp":1792637767000},"update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Interprofessional education in palliative care: a theory-informed evaluation of a storyline-based curriculum for health and social care students"],"prefix":"10.1186","volume":"26","author":[{"given":"Kambiz","family":"Afshar","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Franziska","family":"Grimm","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Kirsten","family":"Kopke","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Anja","family":"Goral","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Sven","family":"Schwabe","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"297","published-online":{"date-parts":[[2026,10,22]]},"reference":[{"key":"10663_CR1","unstructured":"World Health Organization: Palliative Care Fact Sheet. 2020. https:\/\/www.who.int\/news-room\/fact-sheets\/detail\/palliative-care. 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A statement from the General Student Committee at Hannover Medical School was also obtained, which underscores the absence of any concerns from the students\u2019 perspective regarding the project. The survey was conducted after students had been informed that they had successfully completed the course. The focus groups were conducted after assessment and grading, as well as notification of successful course participation, had been completed. Furthermore, no member of the teaching team participated in the focus group sessions. Instead, the focus groups were moderated by a research assistant who was not involved in teaching the course and was not familiar to the participating students, thereby minimising potential influence due to power imbalances or possible dependencies. All participants provided written informed consent prior to participating in any study procedures. The survey responses were collected anonymously, so that individual responses could not be linked to participating students. Focus group data were pseudonymised. Thus, participation or non-participation in the survey or focus groups had no influence on students\u2019 grades or successful completion of the course. All methods were performed in accordance with the Declaration of Helsinki.","order":1,"name":"Ethics","label":"Ethics approval and consent to participate","group":{"name":"EthicsHeading","label":"Declarations"}},{"value":"Not applicable.","order":2,"name":"Ethics","label":"Consent for publication","group":{"name":"EthicsHeading","label":"Declarations"}},{"value":"The authors declare no competing interests.","order":3,"name":"Ethics","label":"Competing interests","group":{"name":"EthicsHeading","label":"Declarations"}}],"article-number":"1702"}}