Evaluating Attitudes Toward Interprofessional Collaboration and Education Among Health Professional Learners

Attaining interprofessional competencies by connecting oral health to overall health

“…The goals of the IPEC competencies are to ensure that all health professionals develop an understanding of each discipline's roles and responsibilities, values, and ethics, and learn to communicate and collaborate as a team 7,8 . The exposure of health professions students to IP interactions is accepted as essential by healthcare professionals, educators, regulators, policymakers, and researchers 9 …”

“…Prior to 2016, there were very few IPE studies that included dental students; that has changed as accreditation requirements have increased both the interest and expansion of IPE 12 . Recent literature includes a more representative sample of IPE student initiatives comprised of dental, medical, and family nurse practitioner students 13 ; dental, medical, nursing, and pharmacy students 14 ; dental and medical students 12 ; nurse practitioner and dental students 15 ; nursing, medical, dental, pharmacy, optometry, occupational therapy, physical therapy, and social work students 9 ; and nursing and dental hygiene students 16 …”

“…Reports of IPE experiences were either didactic, 17–19 clinical, 12,13,15,16 a combination of didactic and clinical, 14 simulation, 20,21 or workshops 9 . Studies used measurement strategies that ranged from pre‐post surveys using the Readiness for Interprofessional Learning Scales (RIPLS), 12,17 the Interprofessional Collaborative Competency Attainment Survey (ICCAS), 9,16,19–21 to semi‐structured interviews 8,22,23 …”

“…The ICCAS measures self‐reported competencies that align with the IPEC Competencies: communication, collaboration, roles and responsibilities, collaborative patient/family‐centered approach, conflict management, and team functioning 24,25 . The didactic‐interactive IPE studies reported in Mazur's clinical case study course, 19 Christian's workshop, 9 and Baker and Durham's course, 17 all demonstrated a significant change from pre‐ to post‐test in all ICCAS competency categories. However, nursing students that completed a didactic healthcare systems course with an IP focus, but not an interactive one, did not show significant differences between pre‐test to post‐test attitudes toward IP healthcare teams 18 …”

Evaluasi Persepsi dan Kompetensi Pendidikan Interprofesional Mahasiswa di Rotasi Klinik

“…24 Namun demikian hasil dari penelitian ini sejalan dengan studi yang menyebutkan bahwa terdapat perbedaan signifikan pada hasil posttest antara program studi farmasi dengan program studi pendidikan dokter. 25 Dalam penelitian tersebut juga disebutkan skor dari program studi Farmasi lebih tinggi dari pada program studi Pendidikan Dokter, yang diduga muncul akibat kepercayaan dasar profesi farmasi terhadap profesi lainnya lebih besar. Berdasarkan studi sebelumnya, perbedaan pengalaman IPE dan IPC sebelumnya serta kesiapan dan sikap positif terhadap IPE membuat skor persepsi dan kepercayaan awal mahasiswa farmasi lebih tinggi dibanding profesi lain.…”