An Interprofessional Learning Opportunity Affecting Student Attitudes towards Health Care

Abstract

Background: Interprofessional education is an emerging trend in health professional education. This study tested the effects of a new educational intervention with first-year health professional students on their perceptions of interprofessional education, understanding the roles of various health professions, and attitudes toward future interprofessional practice. Methods and findings: A prospective study was carried out with 780 first-year students from 6 health professional programs at Des Moines University in 2011 and 2012. Phase I consisted of directed investigation by study subjects of their future scope of practice, pre-survey participation, and an orientation for faculty facilitators. Phase II involved an Interprofessional Education (IPE) Day with presentations, a video viewing, small group discussions on a multi-problem clinical case aimed at promoting interprofessional collaboration in a patient-centered care process, and post-survey. After this educational intervention, significant improvements (p<0.05) were observed in participants' understanding of: IPE concepts; scopes of practice by different health care professions; and the role of IPE in improving working relationships, communication with patients and ultimate patient care outcomes. Conclusions: This paradigm of an IPE intervention can be used to promote early recognition and practice of IPE during health care career training.

Interdisciplinary Ethics Learning in Higher Education: Students' Perceptions

“…The results suggest that students had a positive view of interdisciplinary learning opportunities prior to exposure and remained positive after one class that was a semester in length. In this regard, our findings are similar to past investigations (e.g., O'Neil & Wyness, 2005;Cusak & O'Donoghue, 2012;Tran, et al, 2013). Students' value interdisciplinary opportunities and a short-term exposure appears to maintain the positive attitude.…”

“…Studies of students' short-term exposure to interprofessional education tended to reveal students' perceptions as being more favorable (O'Neill, & Wyness, 2005;Cusak & O'Donoghue, 2012;Tran, Newton, Smith, Stumbo, Mortensen, & Plundo, 2013). For example, Cusak and O'Donoghue (2012) examined 92 science students' perceptions of an interdisciplinary module that was taught over a 12week semester.…”

“…The students appeared to value the opportunity to work with individuals from other health science disciplines. In an interdisciplinary educational opportunity that took place over one day, Tran et al (2013) revealed that student participants improved in their understanding of interdisciplinary education, scopes of practice of other health professions, and attitude towards interdisciplinary education. This interdisciplinary educational opportunity included presentations, video viewing, and small group discussions on a multi-problem clinical case aimed at promoting interdisciplinary collaboration in a patient-cared process.…”