PURPOSE This study examines the group performance trajectories of athletic training and physical therapy students as they engaged in case-based learning experiences over the course of a semester. METHODS We apply Tuckman and Jensen's (1977) model of group development which predicts a non-linear performance trend as groups progress through the stages of forming, storming, norming, performing, and adjourning. We also examine the extent to which performance trajectories differ between interprofessional and uniprofessional groups. RESULTS As predicted, results suggest a significant non-linear trajectory of group performance across case-study trials. Specifically, a significant cubic trajectory was observed, such that group performance was characterized by two inflections points over time. Although we observed raw mean differences in performance ratings between interprofessional and uniprofessional groups, no significant differences were found across trials. We offer some speculative explanations for why this occurred. CONCLUSION Ultimately, our findings provide insight to educators and practitioners regarding why and when groups may need additional support.
Purpose
To assess students' perceptions and knowledge of interprofessional collaborative practice related to the Interprofessional Education Collaborative (IPEC) Roles/Responsibilities (RRs) competency after engagement in interprofessional education experiences.
Methods
Thirty physician assistant students were surveyed 3 times during the clinical year to assess the level of collaborative engagement with 5 professions. The level of engagement was assessed utilizing a 5-point Likert scale, and an open-ended question measured student knowledge of other professionals' roles.
Results
Student responses indicated that the level of engagement was greatest during the first clinical semester overall for all 3 levels of engagement. An increase in the level of engagement was noted for 2 professions over the one-year study period. Students also provided examples of opportunities where they relied on the expertise of another profession during the clinical rotation year.
Conclusion
Study results confirm student acquisition of 2 IPEC RR subcompetencies during clinical rotations. However, there remains a gap in correlating interprofessional education with interprofessional collaborative practice.
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