Disclosed Curriculum: Transfer-Climate Mediates Discipline-Differences in Learner Outcomes

Abstract

Empirical findings generally indicate positive effects of early interprofessional education on student outcomes. The current study seeks to add to this evidence base by examining training transfer as an explanatory-mechanism for IPE's comparative-effectiveness across programs. Specifically, we examine learner curricular experiences (transfer climate) post-IPE delivery in predicting two learner outcomes: 1) team attitudes, and 2) professional identity. A prospective observational design with N=306 first-year students across five disciplines were assessed before an IPE training and 18-months later. A transfer climate-mediation model was used to test program differences in team attitudes and professional identity post-IPE training. Results supported full-mediation, such that program differences in team attitudes and professional identity were contingent on students' post-training reports of IP experiences (transfer climate). In turn, transfer climate's effects on team attitudes and professional identity were partially mediated by two IP variables: 1) normative beliefs (professional valuation), and 2) affective reactions (collaboration comfort). The findings contribute to the identification of 'curricula design factors' as potential confounds of program-differences in learner outcomes following early IPE. We discuss the limited value of program differences in learner outcomes, particularly for studies of early IPE effectiveness. Background Hypotheses, Methods/Results and Brief Discussion IntroductionAs complementary skills depend on professional training, likewise, the effectiveness of interprofessional education (IPE) depends on placement of common competencies. 1 The IPE Collaborative 2 , for example, locates IP values as the primary competency for practitioners. Toward this goal, pre-licensure (early) IPE targets the onset of socialization processes and signals IP-valuation to new learners. 3 Expressed IP values (attitudes) are foundational to Kerry M, Ander D MedEdPublish trainees' professional identity for normative practice. 4To date, IPE researchers have chiefly examined one direction of this link, that is, IPE effectiveness for distal outcomes. 5 Far less attention has been paid to how normative differences (heterarchical) across curricula may explain differences in IPE's short-term effectiveness. As the latest Best Evidence Medical Education (BEME) review of IPE concludes, 'IPE can continue to be impeded by a number of contextual factors such as space and timetabling of other profession-specific learning activities'. 6 IPE researchers typically regard 'profession-specific learning'activities as static-antecedents to delivery (context-as-presage). Findings of program differences in IPE outcomes, however, are confounded by the continuous learning activities of early curricula (context-as-process). For example, consider the duality of competition in both, 1) learner needs, and 2) curricula demands. Furthermore, educational researchers such as Cahn et al. 7 recognize the reciprocality of context-processes for IP...