Implementation and evaluation of an interprofessional education initiative for students in the health professions

Abstract

This paper reports the results of a 2‐year pilot study that involved 136 students from various health professions in 13 interprofessional education projects in north‐western Ontario, Canada. The educational model was based on principles of problem‐based, self‐directed, small group learning and combined a clinical placement with a series of interprofessional tutorials and other shared learning experiences. Project evaluation entailed the use of both quantitative and qualitative outcome measures. Student ratings revealed a high level of learner satisfaction. There was no change in student perceptions of interprofessional collaboration between pre‐test and post‐test. A difference was observed between professions, with rehabilitation students having more positive perceptions than medical students. Qualitative analysis of student journals revealed four major themes: (i) new insights into interprofessional roles and the potential for collaboration; (ii) increased understanding of aboriginal culture, spirituality and health beliefs; (iii) new insights into healthcare system issues in rural and remote regions; and (iv) reflections on the benefits and challenges to interprofessional learning. Although barriers to implementing interprofessional education exist, the need to overcome them is critical in order to better prepare health professional students for collaborative practice within a changing healthcare system. Lessons learned and strategies for success are discussed.

Interprofessional Education in Canadian Nursing Programs and Implications for Continuing Education

“…Effi cacy was understood to include perceptual changes about other professionals, improvements in communication, and ideas and strategies about teamwork (Ateah et al, 2011;Bilodeau et al, 2010;Cooper et al, 2009;Fortugno et al, 2013;Joyal et al, 2015;Meff e et al, 2012;Paul et al, 2014;Salvatori et al, 2007;Sommerfeldt et al, 2011;Vanderzalm et al, 2013). These fi ndings are consistent with several systematic reviews (Hammick, Freeth, Koppel, Reeves, & Barr, 2007;Lapkin, Levett-Jones, & Gilligan, 2013;Reeves et al, 2010;Reeves et al, 2012).…”

“…Benefi ts of the interprofessional learning process have also been identifi ed. Several studies of IPE in Canadian nursing programs occurring prior to 2012 found similar results (Ateah et al, 2011;Basran et al, 2012;Bilodeau et al, 2010;Cooper, Macmillan, Beck, & Paterson, 2009;Graybeal, Long, Scalise-Smith, & Zeibig, 2010;Dobson et al, 2009;Meff e, Moravac, & Espin, 2012;Salvatori, Berry, & Eva, 2007;Sommerfeldt, Barton, Stayko, Patterson, & Pimlott, 2011). …”

A Survey of the Perception of Interprofessional Education among Faculty Members of Mazandaran University of Medical Sciences

“…In fact, only the mean score of competency and authority components in professors who had some interprofessional education experience was higher than that of other professors. (36)(37)(38)(39)(40).…”

Nursing Faculty's Needs of Knowledge, Beliefs, and Readiness to Implement Interprofessional Education in their Teaching: An Exploratory Study

“…Results indicate that IPE maximizes opportunities for students to learn in small groups in safe pedagogical environments (Dando, D'Avray, Colman, Hoy, & Todd, 2012;Mellor, Cottrell, & Moran, 2013;Salvatori, Berry, & Eva, 2007;Shiyanbola & Lammers, 2012;Shiyanbola, Randall, Lammers, Hegge, & Anderson, 2014;Solomon et al, 2010). IPE develops the trusting relations necessary to build collaborative practice and support students' and faculty's socialization to different philosophies of teaching and learning.…”