A longitudinal study of the effect of an interprofessional education curriculum on student satisfaction and attitudes towards interprofessional teamwork and education

Curran, Vernon; Sharpe, Dennis; Flynn, Kate; Button, Pam

doi:10.1080/13561820903011927

Cited by 15 publications

(19 citation statements)

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“…Coster et al (2008) also reported a significant decrease in the attitude and perception of all healthcare professional students between baseline and year four. In contrast, Curran et al (2010) found that the introduction of their IPE curriculum had no longitudinal effect on attitudes of healthcare professional students towards IPE (Curran et al, 2010). However, none of the three studies matched the data of individual students as they progressed through their professional training through to graduation.…”

Section: Introductionmentioning

confidence: 83%

“…However, there remains little evidence on the lasting effect, if any, of IPE courses and the long-term influences of these IPE experiences are poorly documented (Norman, 2005;Olson and Bialocerkowski, 2014;Schutt, 2016;Wong et al, 2017). In addition, there is a limited amount of research on the effects of IPE over time on the attitudes and perceptions of healthcare professional students towards IPE (Curran et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

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Dissecting through Barriers: A Follow‐up Study on the Long‐Term Effects of Interprofessional Education in a Dissection Course with Healthcare Professional Students

Zheng

Palombella

Salfi

et al. 2018

Anatomical Sciences Ed

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Several studies have shown significant improvements in the attitudes and perceptions of healthcare professional students toward interprofessional education (IPE) immediately following intervention with IPE courses. However, there remains little evidence on the lasting effects of IPE courses and the long-term influences of these IPE experiences are poorly documented. The purpose of this study is to assess the long-term effects of an intensive, ten-week interprofessional gross anatomy dissection course at McMaster University. Attitudes and perceptions of past participants towards interprofessional learning were evaluated, now that they have started working with other healthcare professionals outside of the IPE course setting. Thirty-four past participants who have clinical experience working in interprofessional settings or are currently working in the healthcare field completed a follow-up questionnaire consisting of a modified Readiness for Interprofessional Learning Scale (RIPLS) and open-ended questions. Quantitative analysis revealed a significant decrease in their attitude towards teamwork and collaboration and respect for other health professions, but a significant improvement in their understanding of roles and responsibilities compared to their results immediately after the IPE intervention. Qualitative analysis of open-ended questions revealed several themes such as developing interprofessional competencies, developing relationships, and remembering the strengths of the IPE dissection course. The results of this study indicate that the IPE experience in anatomy was highly valued by the students and that past participants maintain a clear understanding of their scope of practice, but the reality of clinical practice may have eroded gains made in the program. Anat Sci Educ. © 2018 American Association of Anatomists.

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Section: Introductionmentioning

confidence: 83%

Section: Introductionmentioning

confidence: 99%

Dissecting through Barriers: A Follow‐up Study on the Long‐Term Effects of Interprofessional Education in a Dissection Course with Healthcare Professional Students

Zheng

Palombella

Salfi

et al. 2018

Anatomical Sciences Ed

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“…Previous interprofessional education studies that used the Attitudes Toward Health Care Teams Scale for students have found mixed results. Curran et al found no change in attitudes, 27 whereas Fulmer et al, studying the effects of the Geriatric Interdisciplinary Team Training program, found significant improvements. 25 However, in these studies the program was considerably longer (2 to 36 weeks, didactic hours 5 to 144).…”

Section: Discussionmentioning

confidence: 99%

Impact of Interprofessional Education on Collaboration Attitudes, Skills, and Behavior Among Primary Care Professionals

Robben

Perry

Nieuwenhuijzen

et al. 2012

Journal of Continuing Education in the Health Professions

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“…To prepare dental hygienists to function in multidisciplinary, collaborative settings, students must be exposed to and participate in interprofessional education (IPE) throughout their education. 17 The IPEC competency domains of teamwork, communication, professional responsibilities, and ethics and values provide an effective educational framework to make interprofessional practice part of the health care delivery system. 9,18 To prioritize IPE in their curricula, dental hygiene and other health professions educators must realize its value to their programs and institutions.…”

Section: Implications For Dental Hygiene Educationmentioning

confidence: 99%

Exploring Current and Future Roles of Non‐Dental Professionals: Implications for Dental Hygiene Education

Maxey

Farrell

Gwozdek

2017

Journal of Dental Education

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The health care system is undergoing transformation in which oral health is not only valued as an aspect of overall health, but health care delivery systems are aligning to better deliver total patient care. As a result of this transformation, education for many non-dental professionals incorporates oral health content to prepare them to practice in comprehensive delivery models. While some non-dental professionals already incorporate oral health care in their service, many opportunities exist for expansion of oral health care delivery by other non-dental professionals, including radiologic technicians, nursing staff, and human services professionals. As non-dental professionals take on expanded roles in oral health care, the dental hygiene workforce must be prepared to practice in settings with new types of professionals. Dental hygiene curricula should prioritize interprofessional education to best prepare these students for practice in evolved delivery models. This article was written as part of the project "Advancing Dental Education in the 21 Century."

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A longitudinal study of the effect of an interprofessional education curriculum on student satisfaction and attitudes towards interprofessional teamwork and education

Cited by 15 publications

References 0 publications

Dissecting through Barriers: A Follow‐up Study on the Long‐Term Effects of Interprofessional Education in a Dissection Course with Healthcare Professional Students

Dissecting through Barriers: A Follow‐up Study on the Long‐Term Effects of Interprofessional Education in a Dissection Course with Healthcare Professional Students

Impact of Interprofessional Education on Collaboration Attitudes, Skills, and Behavior Among Primary Care Professionals

Exploring Current and Future Roles of Non‐Dental Professionals: Implications for Dental Hygiene Education

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