Perceptions of the interprofessional education of the faculty and the level of interprofessional education competence of the students perceived by the faculty: a comparative study of medicine, nursing, and pharmacy

Abstract

Purpose: This study will compare differences in perception of interprofessional education (IPE) in the faculty of medicine, nursing, and pharmacy. It will also analyze differences in the level of importance of IPE competences and the present competence levels of their students perceived by the faculty. Methods: The study included 115 participants from the faculty of medicine, 31 from nursing, and 23 from pharmacy. The surveys contained 21 questions on their perceptions of IPE, and perception on the nine competences of IPE. The results were analyzed using analysis of variance and χ 2 analysis, and the Borich coefficient was calculated to identify the educational order of priority from the competence levels of their student of IPE. Results: Participants of 14.8% responded that they were aware of IPE, 95.8% responded that they did not have experience in IPE, and 95.8% responded that IPE was necessary. Among the subfactors of perception of IPE, the faculty of medicine had significantly lower perceptions of the importance, effectiveness, and support of IPE (p<0.001). The present competence levels of their students were significantly lower (p<0.001) than the level of importance of IPE competences perceived by the faculty, and its perception was at its lowest in the faculty of medicine. The needs assessment of the IPE program was in the order of communication skills (10.210), conflict-solving skills (10.114), problem-solving skills (9.319), empathy skills (9.110), and collaborative leadership (8.624) among the nine competences. Conclusion: This study will contribute to providing basic data needed to develop faculty development programs on IPE and IPE programs for their students.

Perception of interprofessional education and educational needs of students in South Korea: A comparative study

“…Hence, their interest in IPE is more insufficient. Meanwhile, a study on professors of medical, nursing, and pharmacy schools demonstrated that 85.2% of them did not know about IPE [20], which was similar to the proportion of students in this study. Such a low perception of IPE among the South Korean academia appears to have affected students' perception, as well.…”

“…Survey of the perception of interprofessional education. To investigate students' perception of IPE, related literature was reviewed [20,34]. A total of 17 items were devised to explore the perception of IPE after the content validity was examined twice by two medical education specialists with IPE experience.…”

“…Survey on the perception of interprofessional education collaborative competency. To determine IPE competency, nine interprofessional competencies proposed by Yune et al [20] were used. The nine competencies are collaborative leadership, interprofessional communication, interprofessional empathic ability, interprofessional conflict resolution ability, interprofessional decision-making ability, interprofessional problem-solving ability, understanding the role of other professionals in interprofessional collaboration, understanding the role of self in interprofessional collaboration, and legal and ethical judgment ability.…”

“…While, the research on IPE in medical and nursing education has been reported, studies were mostly conducted on the introduction of the IPE concept [18], the current status of IPE education [19], and perception of IPE by medical personnel or professors [20][21][22]. Additionally, literature reveals that only 15% of professors reported that they knew about IPE [19].…”

The effectiveness of interprofessional education programs for medical, nursing, and pharmacy students

“…IPE programs in Korea operate in stark contrast to programs in Western countries. Recent studies examined the current condition of IPE implementation in medical schools [12] and perception of health care professionals and professors [7,[12][13][14]. According to these studies, 14.8% of professors in schools of medicine, nursing, and pharmacy were familiar with IPE and only 4.2% had experienced IPE.…”