The merit of mandatory interprofessional education for pre-health professionalstudents

Abstract

Background: Since the World Health Organization identified interprofessional education (IPE) as an important component of primary health care in 1978, health sciences educators continue to debate when it might be best to introduce IPE into the academic training of health professionals. While IPE continues to be offered at increasingly early stages in students' professional development, few if any IPE initiatives have targeted undergraduate pre-health professional students who are likely to enter health professional programs. Objectives: To design, execute and evaluate the effectiveness of a mandatory IPE initiative targeting students in their first year of a general undergraduate health science education. Methods: An integrated exercise was created to introduce students to eight health professions and the underlying concepts of interprofessionalism through self-directed independent research, problem-based learning and collaborative group discussions. A two-part questionnaire was developed using a seven point Likert scale to assess the participants' perceived changes in knowledge, interests, and attitudes. Results: A total of 161 students (99.4%) completed both instruments. Pre and post-exercise responses (n ¼ 161) indicated meaningful improvements in students' knowledge on the specific roles of different health professionals (p < 0.001), knowledge on the value of interprofessionalism (p < 0.001), interests in pursuing the various health professions as future careers (p ¼ 0.075), and attitudes towards IPE (p < 0.001). Post-exercise data also revealed that students acquired valuable knowledge and gained a strong interest in learning more about the various health professions as a result of this exercise. Conclusions: Participation in this short, one-time IPE exercise resulted in profound changes in attitudes, interests, and knowledge amongst participating students. Based on these changes, mandatory IPE for pre-health professional students is merited but additional research on this topic is necessary.

Moderating the stereotypical views of health and social care students: the role of interprofessional education

“…It is, therefore, possible that differences observed between the two groups may be attributable to age or profession differences rather than IPE. Secondly, confounding factors may have affected the results, for example previous research suggests that students exposed to IPE may be motivated to participate in additional IPE activities (Hoffman & Harnish, 2007). The questionnaires used in this study did not collect data on additional IPE activities undertaken.…”

Interdisciplinary shared governance: A literature review

“…Nurses take much of their time to deal with issues that affect patients and hence become less committed to the SG process. [36] 48 ISSN 1925-4040 E-ISSN 1925-4059…”

“…Members' ways of communication and collaboration are a reflection of the organization's culture. [36] The executive team or management has a central role to play in the development of a positive climate that facilitates communication and shared governance. [37] Members of an interdisciplinary team should be familiar with the change patterns that are likely to affect the culture of the organization.…”

Fostering Interdisciplinary Communication between Pharmacy and Nursing Students

“…6,7 Effective interdisciplinary communication leads to improved employment satisfaction among health professionals, improved patient care, and reduced health care costs. 8 Through effective interdisciplinary communication, resources can be more efficiently handled, which can improve patient care because of a reduction in duplication and service provision gaps. 9 To improve interdisciplinary communication, interprofessional education should be implemented prior to entering the work force, as students often are unprepared to communicate and work with other health care professionals upon graduation.…”

“…9 To improve interdisciplinary communication, interprofessional education should be implemented prior to entering the work force, as students often are unprepared to communicate and work with other health care professionals upon graduation. 5,8 Interprofessional education is defined as, "educators and learners from two or more health professions and their foundational disciplines who jointly create and foster a collaborative learning environment. The goal of these efforts is to develop knowledge, skills and attitudes that result in interprofessional team behaviors and competence."…”