A blended approach design to teaching interprofessional conflict and disagreement management for pre-licensure healthcare students from six different professions

Interprofessional conflict is a significant barrier to effective teamwork in healthcare. For pre-licensure healthcare students, conflict is a common part of their clinical experiences. They display different conflict management styles depending on their profession or background. However, opportunities to develop conflict-management skills remain limited. We designed a large-scale blended course to teach pre-licensure healthcare students from six professions about interprofessional conflict management in Lausanne, Switzerland. The course combined pre-class modules with face-to-face simulation-based activities. In December 2024, the first edition of the course was delivered to 621 pre-licensure healthcare students, under the guidance of 31 trained facilitators. Post-course satisfaction was assessed through an online questionnaire (n = 316; response rate: 51%). Quantitative data (n = 315) were analyzed using descriptive statistics, and qualitative data were analyzed using thematic analysis. Qualitative data (n = 280) highlighted that respondents appreciated constructive exposure to interprofessional conflict; group dynamics, and collaboration in a safe learning environment; effective communication through reflective practice; and the transfer of learning to real-life practice. Qualitative feedback highlighted areas for improvement (n = 175), such as reducing the cognitive load. This evaluation indicated that a blended approach to interprofessional conflict management training is feasible and well-received. Future research should assess the impact of this course on interprofessional competencies.