Due to the rapidly changing healthcare environment, preparing health profession graduate students to work collaboratively should be a high priority for educators. Although this concept is commonly accepted, the optimal pedagogical strategies necessary to develop students who are prepared to work collaboratively is still unknown. The Interprofessional Education Collaborative (IPEC) provides useful competencies for educators to create learning objectives and provides the foundation for active learning strategies. The purpose of this study was to evaluate the effectiveness of an educational interprofessional community engagement activity designed from Interprofessional Collaborative (IPEC) Core Competencies in improving interprofessional attitudes, knowledge, readiness to work interprofessionally and with older adults.
80 professional College of Allied Health students enrolled in the DPT, PA, or OT program completed the required educational activity and all consented to participate. Data collected included a pre- and post-Interprofessional Attitudes Scale (IPAS) and an author created survey. The Interprofessional Attitudes Scale (IPAS) is a valid and reliable measure of student attitudes and perceptions towards interprofessional practice. The additional survey asked students to respond using a validated 5-point Likert scale with blank text boxes for open-ended statements to assess their perception of knowledge of roles and responsibilities, teamwork/communication skills, fall risk assessment skills, confidence, and interprofessional collaboration.
IPAS subscales and survey questions were compared between groups and across time using repeated measures ANOVA and effect sizes (ES).
Students’ interprofessional attitudes was higher than neutral in all pre and post subscales of the IPAS. Only PA students showed a small significant change between times (p=.011, d=0.42) on the IPAS for their perception of Teamwork, Roles, and Responsibilities. Large-to-very large significant improvements were noted for multiple survey subscales for PA, PT, and OT students. Students reported significant improvements in their knowledge of other professions (p<.001, d=1.11-2.02), ability to work interprofessionally (p<.001, d=0.9-1.43), and ability to work with older adults (p<.001, d=1.09-1.78).
Conclusions/Relevance to the conference theme: Through the Looking Glass: Transforming Physical Therapy Education
This study provides a clinically applicable scenario (a fall risk assessment) to bring students from different professions together towards a common goal. This study strengthens the theory that students learn best about other professions, teamwork, and communication through active community engagement alongside students from other disciplines with an embedded clinical experience within professional didactic curriculum. Additionally, bringing multiple professional students together within distinct curricular programs for clinical interprofessional experiences is feasbile and students perceive enhanced learning.
Accreditation Council for Occupational Therapy Education. (2012). 2011 Accreditation Council for Occupational Therapy Education (ACOTE®) standards. American Journal of Occupational Therapy, 66,S6–S74.
American Physical Therapy Association. (2016) Standards and Required Elements for Accreditation of Physical Therapy Education Programs. CAPTE Handbook, 1-34
Bondoc, S., & Wall, T. (2015). Interprofessional educational experience to assist in student readiness toward neurorehabilitation. Occupational Therapy in Health Care, 29(2), 153-164., DOI: 10.3109/07380577.2015.1012775
Buff, S. M., Jenkins, K., Kern, D., Worrall, C., Howell, D., Martin, K., Blue, A. (2015). Interprofessional service-learning in a community setting: Findings from a pilot study. Journal of Interprofessional Care, 29(2), 159-161.
Curran, V., Sharpe, D., Forestall, J., & Flynn, K. (2008). Attitudes of health sciences students towards interprofessional teamwork and education. Learning in Health and Social Care, 7(3), 146-156.
Dauenhauer, J. A., Glose, S., & Watt, C. (2015). Design, delivery, and outcomes from an interprofessional fall prevention course. Gerontology & Geriatrics Education, 36(3), 278-301. doi:10.1080/02701960.2015.1031891
Gilbert, J. H., Yan, J., & Hoffman, S. J. (2010). A WHO report: Framework for action on interprofessional education and collaborative practice. Journal of Allied Health, 39 Suppl 1, 196-197.
Hind, M., Norman, I., Cooper, S., Gill, E., Hilton, R., Judd, P., & Jones, S. C. (2003). Interprofessional perceptions of health care students. Journal of Interprofessional Care, 17(1), 21-34.
Interprofessional Education Collaborative. (2011). Core competencies for interprofessional collaborative practice. Washington, DC: Interprofessional Education Collaborative.
Interprofessional Education Collaborative. (2016). Core competencies for interprofessional collaborative practice. (2016 Update). Washington, DC: Interprofessional Education Collaborative.
Kent, F., & Keating, J. L. (2015). Interprofessional education in primary health care for entry level students--A systematic literature review. Nurse Education Today, 35(12), 1221-1231. doi:10.1016/j.nedt.2015.05.005
Lapkin, S., Levett-Jones, T., Gilligan, C. (2011). Systematic review of the effectiveness of interprofessional education in health professional programs. Nurse Education Today, 33, 90-102.
Lockeman, K. S., Lanning, S. K., Dow, A. W., Zorek, J. A., DiazGranados, D., Ivey, C. K., & Soper, S. (2017). Outcomes of introducing early learners to interprofessional competencies in a classroom setting. Teaching and Learning in Medicine, 1-11. doi:10.1080/10401334.2017.1296361
Mahler, C., Berger, S., & Reeves, S. (2015). The readiness for interprofessional learning scale (RIPLS): A problematic evaluative scale for the interprofessional field. Journal of Interprofessional Care, 29(4), 289-291. doi:10.3109/13561820.2015.1059652
Mellor, R., Cottrell, N., & Moran, M. (2013). “Just working in a team was a great experience…” – Student perspectives on the learning experiences of an interprofessional education program. Journal of Interprofessional Care, 27, 292-297.
Norris, J., Carpenter, J. G., Eaton, J., Guo, J. W., Lassche, M., Pett, M. A., & Blumenthal, D. K. (2015). The development and validation of the interprofessional attitudes scale: Assessing the interprofessional attitudes of students in the health professions. Academic Medicine : Journal of the Association of American Medical Colleges, 90(10), 1394-1400. doi:10.1097/ACM.0000000000000764
Olson, R., & Bialocerkowski, A. (2014). Interprofessional education in allied health: A systematic review. Medical Education, 48(3), 236-246. doi:10.1111/medu.12290
Shrader, S., Kern, D., Zoller, J., & Blue, A. (2013). Interprofessional teamwork skills as predictors of clinical outcomes in a simulated healthcare setting. Journal of Allied Health, 42(1), e1-6.
Sullivan, K., Charrette, A., Massey, C., Bartlett, D., Walker, C., Bond, Fong, J. J. (2015). Interprofessional education with a community fall prevention event. Journal of Interprofessional Care, 29(4), 374-376. doi:10.3109/13561820.2014.969834
The Accreditation Review Commission on Education for Physician Assistant (ARC-PA). Accreditation Standards for Physcian Assistant Education. (2016) 4th Edition. Jones Creek, GA., 1-70
Wong, R. L., Fahs, D. B., Talwalkar, J. S., Colson, E. R., Desai, M. M., Kayingo, G., . . . Rosenthal, M. S. (2016). A longitudinal study of health professional students' attitudes towards interprofessional education at an american university. Journal of Interprofessional Care, 30(2), 191-200. doi:10.3109/13561820.2015.1121215