Interprofessional service-learning in a community setting: findings from a pilot study

Guo

et al. 2020

Preprint

Abstract Background: During interprofessional clinical practice, compared to understanding of one’s own professional role and function, it might be more difficult to clarify the roles and contributions of the other health-care team members because of the inter-professional barrier. In order to provide students the opportunity for real experience with other professions in team environments and enhance their perceptions of other professions’ role, this study developed a comprehensive and multi-dimension extracurricular interprofessional education (IPE) model through designing and integrating a profession-role exchange component, that was medical students as pharmacists or nurses, pharmacy students as physicians or nurses, and nursing students as physicians or pharmacists in the interprofessional health-care student team, into the service learning experience in a real community setting.Methods: In this pre/post-intervention study, the effect of integrated profession-role exchange experiences on the students’ attitudes towards interprofessional collaboration and their role clarification was evaluated among 60 student volunteers (20 medical students, 20 pharmacy students and 20 nursing students). All involved students were divided into the profession-role exchange intervention group and the control group. Subjects in the control group did not participate the profession-role exchange experiences, the other IPE procedures were the same for both groups. Three survey instruments for attitudes toward interprofessional clinical collaboration were respectively used to measure the students’ attitudes toward physician-pharmacist, physician-nurse and nurse-pharmacist collaborations. “Roles and responsibilities” subscale of Readiness for Interprofessional Learning Scale was used to evaluate the overall role clarification during IPEResults: Compared to the control IPE activity, the addition of profession-role exchange component resulted in the significant increase in students’ positive attitudes towards interprofessional collaboration, and the enhancement of students’ role awareness.Conclusions: The profession-role exchange might be more effective and better initiate students to the practice of interprofessional collaboration, and could be used as an effective IPE tool for improving the role awareness of health-care students.

Section: Study Descriptionmentioning

confidence: 99%

Use of profession-role exchange in an interprofessional student team-based community health service-learning experience

Guo

et al. 2020

Preprint

Journal of Medical Education and Curricular Development

“…Interprofessional teamwork and collaboration is emphasized and valued by students from multiple allied health disciplines as they serve together in the community. 8…”

Section: Introductionmentioning

confidence: 99%

Who is the Teacher and Who is the Student? The Dual Service- and Engaged-Learning Pedagogical Model of Anatomy Academy

Diaz

Ojukwu

Padilla

et al. 2019

Anatomy Academy is a simultaneous service-learning experience for preprofessional school undergraduate students and preclinical professional students acting as classroom paraprofessional teachers (Mentors), and engaged-learning experience for fourth to sixth grade elementary school children (Students). Using didactic and kinesthetic active learning teaching strategies in small-group classroom environments, Mentors taught anatomy, physiology, and nutrition concepts to Students. In this study of the program’s early years (2012-2014), overall objectives of improving Mentors’ pedagogical confidence; and Students’ science interest, science knowledge, and exercise self-efficacy were assessed. Mentors showed (89% response of 595 surveyed) improvement in content delivery ( P < .001), student engagement ( P < .001), classroom management ( P < .001), and professionalism ( P = .0001). Postprogram Mentor reflections were categorized into 7 major themes that demonstrated personal growth through the service-learning opportunity: (1) realization of an ability to make a difference in the world now; (2) acknowledgment of the importance of listening in teaching; (3) recognition that lives can and will change with “a little love”; (4) insight into the effectiveness of guiding Students through material rather than lecturing; (5) awareness of the value of respect in the learning environment; (6) cognizance of the power of individualized attention to motivate Students; and (7) reflection of one’s own personal growth through the open influence of Students. Students showed (88% response of 1259 surveyed) improvement in science knowledge ( P = .014) and exercise self-efficacy ( P = .038), but not science interest ( P = .371). Thus, while Students are learning more science and becoming more aware of their health, we need to be more overt in our presence as scientists in the educational arena.

Health, Interprofessional Practice and Education

“…Literature shows a variety of interactive learning methods at varying levels of education in IPE, and among various health science disciplines. Proven methods utilized in the delivery of IPE experiences include action-based learning; observation-based, simulation-based, practice-based learning; standardized patient learning; and servicelearning (The UK Centre for the Advancement of Interprofessional Education, 2002;Bramstedt, Moolla, & Rehfield, 2012;Buff et al, 2015;Cooper, MacMillan, Beck, & Paterson 2009;Grant et al, 2011;Olenick et al, 2010;Zraick et al, 2014).…”

Section: Implications For Interprofessional Practicementioning

confidence: 99%

Exploring Student-Led Interprofessional Education Through a Community Service Project

Doerschuk

Jones

Wetmore

et al. 2019

PURPOSE The purpose of this research was to explore the effectiveness of a student-led interprofessional education (IPE) workshop in improving student attitudes and perceptions toward IPE. Students from four health science programs-Dental Hygiene, Communication Sciences and Disorders/Speech and Hearing, Health Services Administration, and Occupational Therapy-participated in a community service event. Students provided screenings to veteran patients, including a health history intake, hearing test, and sleep screening, while other students observed.METHODS Students were asked to attend an orientation, a Vets Day IPE workshop, and a debrief session. This mixed-methods approach study utilized the Readiness for Interprofessional Learning Scale (RIPLS) to assess students' attitudes and perceptions toward IPE. The RIPLS (Likert scale) was used as a pre-and posttest to assess changes in students' scores. The pretest was administered prior to the IPE workshop, and the posttest was administered following the workshop. Qualitative data was derived from a debrief session where students answered guided questions regarding their experience through group discussion. RESULTSResults indicated a statistically significant difference (p<.05) in participants' attitudes and perceptions toward IPE using the RIPLS. Statistical significance was found within each RIPLS subscale, where participants showed a positive change in their readiness for interprofessional learning. Qualitative data revealed positive feedback about the workshop and enhanced knowledge about different professions.CONCLUSION The results of this study show that a student-led approach to IPE through a community service project is beneficial in improving student attitudes and perceptions of IPE.