Implementing and evaluating a community-based, inter-institutional, interprofessional education pilot programme

Abstract

Many health professions programmes have begun integrating interprofessional learning into their curricula; however, community-based interprofessional education (IPE) initiatives are relatively scarce. The Meharry-Vanderbilt Alliance IPE Faculty Collaborative, comprised of faculty from five institutions, developed a community-based IPE programme that allowed students to engage in meaningful interprofessional activities while exposing them to social determinants of health. Thirty students from ten professions were divided into six teams and paired with three community organisations. Each team engaged community organisation staff and clients to develop practical solutions to their priorities. Teams participated in debriefings and team-building exercises to further support interprofessional learning. Students' comfort working with others (CWO), value in working with others (VWO), and selfperceived ability (SPA) to work with others were assessed using the Interprofessional Socialisation and Valuing Scale (ISVS). Mean rank scores in all three subcategories increased significantly from baseline (CWO: z = −4.11, p < 0.0001; VWO: z = −3.41. p = 0.001; SPA: z = −2.79, p = 0.005). In addition, programme evaluations suggest the programme improved students' understanding of social determinants of health. Our findings align with those of two other community-based IPE initiatives and support the expansion of IPE efforts beyond traditional settings. ARTICLE HISTORY

Shifts in nursing and medical students’ attitudes, beliefs and behaviours about interprofessional work: An interprofessional placement in ambulatory care

“…There are limited published studies that have investigated ISVS scores over time (Cartwright, Franklin, Forman, & Freegard, ; Hoti et al., ; O'Brien et al., ; Stubbs et al., ). The findings of an improvement in the overall and subscale ISVS scores in our study are consistent with findings by Cartwright et al.…”

<p>Stimulating Students’ Interprofessional Teamwork Skills Through Community-Based Education: A Mixed Methods Evaluation</p>

“…[13][14][15] Consequently, the scope of IPE initiatives needs to be broadened. 16 Several authors advocate for experiential IPE situated in practice-based settings. [17][18][19] Community-based education (CBE) is suggested as a model for facilitating IPE in collaborative skills in the workplace.…”

“…25,26 Moreover, CBIPE helps stimulate social accountability in health profession students. 27 Various approaches to CBIPE have been previously reported such as learning in rural and primary healthcare settings, 24,28,29 community-based learning within broader community context 16,22,30 and for specific community context; the commonly used model of CBIPE in the western countries. 21,[31][32][33][34][35] The nature of interprofessional learning activities is mainly to provide healthcare services primary healthcare setting, not in the community.…”

“…13–15 Consequently, the scope of IPE initiatives needs to be broadened. 16 Several authors advocate for experiential IPE situated in practice-based settings. 17–19 …”

Increasing interprofessional socialization among psychology and nursing students by means of an educational intervention: A quasi-experimental study with a control group

“…Likewise, after a four-week-long online case study, the ISVS score increased 29 . After a community activity, the ISVS score increased 30 . A two-week-long clinical placement in ambulatory care improved the ISVS score 31 .…”