The Longitudinal Interprofessional Family-Based Experience (LIFE) was developed to address the need for longitudinal, experiential IPE opportunities that bring students together with real patient-family units with an intentional plan for multiple qualitative and quantitative evaluation measures. LIFE engaged 48 early learners from eight health science schools at a large midwestern university in ongoing team skill-based interactions coupled with real patient experiential learning over 11 weeks. Student teams were introduced and encouraged to apply the socio-ecological model (SEM) and social determinants of health (SDH) while collaboratively exploring the impact of the patient-family’s interface with the healthcare system and community during two consecutive patient-family interviews. A creative collaboration with the health system’s Office of Patient Experience, provided eight patients who had experienced chronic illness and treatment in the healthcare system, who engaged with the learners as both teachers as well as evaluators in this experience. LIFE is a framework model that has applicability and adaptability for designing, implementing, and sustaining experiential IPE. Initial summary data regarding outcomes for students are presented as well as considerations to increase accessible and sustainable authentic IPE experiences through untapped patient and community collaborations.
INTRODUCTIONAlthough introductory interprofessional education (IPE) experiences offered in a variety of formats can be beneficial to students, there is little research evaluating students' attitudes throughout a sequence of introductory IPE activities. Further, the impact of academic level, gender and race on student attitudes about IPE is not known, particularly when students from a diverse range of health profession programs participate together in introductory IPE experiences.METHODS A sequenced, two-part introductory IPE experience comprising a 90 minute online module followed by a 2-hour faceto-face event was delivered to health science students on three campuses at a large Midwestern university. Student attitudes about IPE based on SPICE-R2 scores were compared before and after the online module and after the in-person event. Paired t-tests were used to determine differences between time points, and linear regression was used to estimate the effects of academic level, gender and race. RESULTSThe online course had a significant, positive impact on all students' attitudes about IPE with the greatest changes for the Roles subdomain. Improvements in student attitudes about IPE following the online course were retained after the in-person event. Student responses differed between academic levels and genders, but not race. CONCLUSIONThe initial, online component of the sequenced introductory IPE experience was more impactful on student attitudes about IPE than the subsequent in-person component. Student responses differed between academic levels and genders, suggesting that these factors should be considered when designing introductory IPE experiences for a broad range of participants.
Introduction Early health profession learners hold stereotypes about their own and other professions. Socialising students through interprofessional education (IPE) early in their training facilitates the development of their beliefs and values surrounding their professional and interprofessional identities. This study evaluates the effect of a 3-week, virtual IPE intervention in early health professional learners. Methods Students reflected on their functioning as an interprofessional team through discussion and written prompts which were coded by two faculty members for themes and trends. Exposure to developing an interprofessional identity and socialisation within an IPE team were measured through pre- and post-intervention surveys containing the Interprofessional Socialisation and Valuing Scale (ISVS). Results Students increased their positive attitudes towards IPE from pre- to post-intervention module as well as socialisation and readiness across all ISVS subscales: self-perception of working together, value, and comfort (all p < .001). Students reflected that ‘taking time to get to know each other’ (n = 23 teams; 42%) and ‘allowing everyone to contribute’ (= 17; 31%) were key factors for team development. Individual reflections on what students would work on the next time they worked in an interprofessional team revealed ‘communication’ as important (n = 87; 45%). Discussion Health profession students who engaged in the module reflected on how their interprofessional team functioned and identified what helped or hindered them to work as a team. The opportunities to reflect on how their own professional identity within the context of an interprofessional team led to evidence of socialising into an interprofessional team. Students who are challenged to socialise into a team early in their education will better understand their beliefs and values surrounding interprofessional collaboration.
Background: An introductory, longitudinal, authentic experiential IPE opportunity named LIFE was delivered. The objectives were to 1) compare attitudes, including cultural attitudes and beliefs, and team behaviours of learners over time, and 2) assess association between participation in LIFE and changes in team attitudes and performance. Methods: Students (n = 48) from eight schools worked in eight teams. Each team was assigned to a patient/family, who was asked about health and healthcare experiences. Students completed Students’ Perceptions of Interprofessional Clinical Education–Revision 2 (SPICE-R2), Cultural Attitude and Belief Scale (CABS), and Interprofessional Collaborator Assessment Rubric (ICAR). Analyses focused on differences over time for all participants and by team. Findings: Knowledge of roles improved for four teams, and five teams showed improvements in “techniques” to interact with diverse patients. Notably, “communication,” “collaborative working,” and “roles” changed across three teams for ICAR. One team showed improvements in all three assessments and two teams showed little to no changes. Conclusion: LIFE was associated with improvements in “roles” and “techniques” to help teams interact with diverse patients.
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