Student perceptions about interprofessional education after an elective course

Gunaldo, Tina Patel; Andrieu, Sandra C.; Garbee, Deborah; Giovingo, Lauren; Mercante, Donald E.; Tortu, Stephanie; English, Robin

doi:10.3109/13561820.2014.969836

Cited by 17 publications

(17 citation statements)

References 5 publications

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“…[7][8][9][10][11]17,20,23 Shrader and colleagues demonstrated that student perceptions, collected with an attitudinal survey instrument, were not a significant predictor of clinical outcome scores, whereas teamwork scores, rated by trained observers using a checklist, were a significant predictor of clinical outcome scores. 11 Our standardized objective behavior assessment followed a similar model and involved trained observers evaluating student team behaviors using a checklist.…”

Section: Discussionmentioning

confidence: 99%

“…Overall, student perceptions of IPE were predominantly positive, which is similar to previously published literature. 8,11,[17][18][19][20][21][22][23] Out of the 156 students who completed the standardized objective behavioral assessment, 45 students subsequently completed the voluntary student evaluation survey for a response rate of 29%. Overall, the responses were positive (Table 1).…”

Section: Evaluation and Assessmentmentioning

confidence: 99%

“…6 The following themes are notable regarding studies reporting positive outcomes: IPE interventions result in changes of learners' perceptions and values, [7][8][9] and IPE interventions enhance teamwork and collaborative behavior. 10, 11 Shrader and colleagues described multiple IPE activities delivered longitudinally within a required clinical assessment course that significantly improved students' perceptions of interprofessional collaboration.…”

Section: Introductionmentioning

confidence: 99%

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Designing and Evaluating an Interprofessional Experiential Course Series Involving Medical and Pharmacy Students

Rotz

Dueñas

Zanoni

et al. 2016

American Journal of Pharmaceutical Education

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Objective. To prepare first-year and second-year pharmacy and medical students to build effective collaborative health care teams by participating in an interprofessional experiential 6-semester course series.Design. An interprofessional experiential course series was designed using a variety of teaching methods to achieve both interprofessional and experiential learning outcomes. A standardized objective behavioral assessment was developed to measure team performance of interprofessional communication and teamwork. In addition, student perceptions were measured using a validated instrument. Assessment. A majority of teams demonstrated appropriate competence with respect to interprofessional communication and teamwork. Additionally, a majority of students expressed positive perceptions of interprofessional collaboration with respect to teamwork, roles and responsibilities, and patient outcomes.Conclusion. An interprofessional experiential course series can be successfully implemented to achieve both interprofessional and experiential learning outcomes. Highly collaborative teams and positive student perceptions provide evidence of achievement of interprofessional education learning outcomes.Keywords: interprofessional education, behaviors, perceptions, SPICE, assessment INTRODUCTIONExperiential education is a methodology involving the incorporation of learners into direct practice experiences and guided reflective observations with the goal of increasing student knowledge and professional abilities such as skills, attitudes, and behaviors. 1 Interprofessional education (IPE) is a pedagogical approach that engages students of various health professions, dedicated to the introduction, reinforcement, and mastery of core competencies for provision of patient care in a collaborative team environment. 2 Both experiential education and IPE are integral components of the doctor of pharmacy (PharmD) curriculum supported by the American Association of Colleges of Pharmacy's Center for the Advancement of Pharmacy Education (CAPE). 3 Additionally, the Accreditation Council for Pharmacy Education (ACPE) outlines these required standards and specifically states that all students should competently "participate in experiential educational activities with prescribers/student prescribers and other student/professional health care team members, including face-to-face interactions that are designed to advance interprofessional team effectiveness." 4 Several instructional design formats for the delivery of IPE are reported in the literature. A review conducted by Abu-Rish and colleagues reviewed 83 eligible studies and found small group discussion and problem-based learning to be the most commonly used strategies, followed by experiential-based clinical teaching, simulation-based learning, and various other educational interventions. 5 Because of the variety of instructional design formats employed and the varying frequency of these activities throughout the curriculum (ie, one-time activities vs multiple activities throughout the ...

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Section: Discussionmentioning

confidence: 99%

Section: Evaluation and Assessmentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Designing and Evaluating an Interprofessional Experiential Course Series Involving Medical and Pharmacy Students

Rotz

Dueñas

Zanoni

et al. 2016

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

show abstract

“…The higher scores reflect a more positive attitude about IPE. Some studies have reported changes in attitudes about IPE in pre‐and post‐intervention tests 3 , 18 – 22 . However, some contradictory results regarding the effect of IPE have been reported.…”

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confidence: 99%

A Systematic Meta‐Analysis of the Effect of Interprofessional Education on Health Professions Students’ Attitudes

Wang

Feng

Gao

et al. 2019

Journal of Dental Education

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Interprofessional education (IPE) is based on collaborative practices that increase the occasions for communication among those in various health professions. However, there is a paucity of literature about the effectiveness of IPE programs in health professions education. The aim of this systematic review and meta‐analysis was to objectively assess the literature on the effectiveness of IPE in improving health professions students’ attitudes after training. The major scholarly databases were searched for relevant IPE studies involving predoctoral health professions students. Two independent researchers selected the studies, extracted the data, and assessed the quality of the studies. Meta‐analyses of the outcomes were performed using random effects models. Sixteen articles were ultimately selected for detailed review and meta‐analysis. The meta‐analysis showed that IPE training had a significant influence on students’ understanding of collaboration and resulted in better attitudes about interprofessional teamwork. Subscale analysis showed that one subscale score (roles and responsibilities) did not statistically significantly improve after IPE training (p=0.06), whereas the other four subscale items showed statistically significant improvements (p<0.01). The test for overall effects showed that IPE training had a significantly positive influence on students’ attitudes about IPE (Z=6.85, p<0.01). Subgroup results showed that medical students had more positive attitudes about IPE than did dental students. Regardless of profession, women students responded with significantly more positive feedback than did men students (p=0.02). These results suggest that intervention through IPE training has had positive effects in health professions education. Gender was an important factor impacting the outcomes of IPE. However, further clinical practice interventions may be helpful to enhance the IPE competence of health professions students.

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“…Another pre-and post-intervention study by Gunaldo et al (2015) reported change in only one subscale, "roles and responsibilities" after students enrolled in a short course for IPE, which also had a similar pre-placement RILPS subscale score for "roles and responsibilities".…”

Section: Discussionmentioning

confidence: 99%

An examination of students’ perceptions of their interprofessional placements in residential aged care

Seaman¹,

Saunders

Williams³

et al. 2017

Journal of Interprofessional Care

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It is essential that health professionals are trained to provide optimal care for our ageing population. Key to this is a positive attitude to older adults along with the ability to work in teams and provide interprofessional care. There is limited evidence on the impact an interprofessional education (IPE) placement in a residential aged care facility (RACF) has on students. In 2015 in Western Australia, 51 students (30% male, median age 23 years), from seven professions, undertook a placement between 2 and 13 weeks in length at 1 RACF. Pre-and post-placement measurements of attitudes to the elderly were collected using the Ageing Semantic Differential (ASD) questionnaire and level of readiness for interprofessional learning with the Readiness for Interprofessional Learning Scale (RIPLS). A total of 47 students completed matched ASD and RIPLS surveys. The mean total score on the ASD survey decreased significantly from pre-to post-placement from 116.0 to 108.9 (p = 0.033), indicating attitudes became increasingly positive towards older adults. Significant differences post-placement were seen indicating better readiness for interprofessional learning, for two out of four subscales on the RIPLS, namely "teamwork & collaboration" (42.1-44.0; (p = 0.000)) and "positive professional identity" (18.2-19.3 (p = 0.001)). The degree of change is similar to findings from other settings. The results support IPEfocussed student placements within RACF positively influence student's attitudes towards the older adult as well as increase student's readiness for interprofessional learning, confirming RACF are valuable places for training health professionals. ARTICLE HISTORY

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Student perceptions about interprofessional education after an elective course

Cited by 17 publications

References 5 publications

Designing and Evaluating an Interprofessional Experiential Course Series Involving Medical and Pharmacy Students

Designing and Evaluating an Interprofessional Experiential Course Series Involving Medical and Pharmacy Students

A Systematic Meta‐Analysis of the Effect of Interprofessional Education on Health Professions Students’ Attitudes

An examination of students’ perceptions of their interprofessional placements in residential aged care

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