Measuring changes in perception using the Student Perceptions of Physician-Pharmacist Interprofessional Clinical Education (SPICE) instrument

Abstract

BackgroundThe Student Perceptions of Physician-Pharmacist Interprofessional Clinical Education (SPICE) instrument contains 10 items, 3 factors (interprofessional teamwork and team-based practice, roles/responsibilities for collaborative practice, and patient outcomes from collaborative practice), and utilizes a five-point response scale (1 = strongly disagree, 5 = strongly agree). Given the SPICE instrument’s demonstrated validity and reliability, the objective of this study was to evaluate whether it was capable of measuring changes in medical (MS) and pharmacy students’ (PS) perceptions following an interprofessional education (IPE) experience.MethodsIn this prospective cohort study, MS and PS completed the SPICE instrument before and after participation in a predefined IPE experience. Descriptive statistics were used to characterize students and pre-post responses. Independent samples t tests and Fisher’s Exact tests were used to assess group difference in demographic variables. Mann Whitney U tests were used to assess between-group differences in item scores. Wilcoxon Signed-Rank tests were used to evaluate post-participation changes in item scores. Spearman correlations were calculated to assess associations between ordinal demographic variables and item scores, and whether the number of clinic visits completed was associated with post-test responses. Paired samples t tests were used to calculate mean score changes for each of the factors.ResultsThirty-four MS and 15 PS were enroled. Baseline differences included age (25.3. ± 1.3 MS vs. 28.7 ± 4.4 PS; p = 0.013), years full-time employment (0.71 ± 0.97 MS vs. 4.60 ± 4.55 PS; p < 0.001), and number of prior IPE rotations (1.41 ± 1.74 MS vs. 3.13 ± 2.1 PS; p < 0.001). Two items generated baseline differences; 1 persisted post-participation: whether MS/PS should be involved in teamwork (3.91 MS vs. 4.60 PS; p < 0.001). For all students, significant mean score increases were observed for role clarity (“my role” [3.72 vs. 4.11; p = 0.001] and “others’ roles” [3.87 vs. 4.17; p = 0.001]), impact of teamwork on patient satisfaction (3.72 vs. 4.34; p < 0.001), and ideal curricular location for IPE (4.06 vs. 4.34; p = 0.002). Significant increases were observed for all three factors (teamwork, p = 0.003; roles/responsibilities and patient outcomes, p < 0.001).ConclusionsThis study demonstrated the SPICE instrument’s ability to measure changes in perception for medical and pharmacy students exposed to an IPE experience, both at the individual item level and at the factor level.

Designing and Evaluating an Interprofessional Experiential Course Series Involving Medical and Pharmacy Students

“…[7][8][9][10][11]17,20,23 Shrader and colleagues demonstrated that student perceptions, collected with an attitudinal survey instrument, were not a significant predictor of clinical outcome scores, whereas teamwork scores, rated by trained observers using a checklist, were a significant predictor of clinical outcome scores. 11 Our standardized objective behavior assessment followed a similar model and involved trained observers evaluating student team behaviors using a checklist.…”

“…Overall, student perceptions of IPE were predominantly positive, which is similar to previously published literature. 8,11,[17][18][19][20][21][22][23] Out of the 156 students who completed the standardized objective behavioral assessment, 45 students subsequently completed the voluntary student evaluation survey for a response rate of 29%. Overall, the responses were positive (Table 1).…”

An Interprofessional Education Panel on Development, Implementation, and Assessment Strategies

“…[15][16][17] Several publications examine the development of assessments with regard to the broad outcomes of IPE programs as students prepare to graduate and enter practice. 16,[18][19][20][21][22][23] Examples include the validation of the interprofessional collaborative competency attainment survey (ICCAS) and the exploration of a tool derived from the IPE Core Competencies. 18,19 The Student Perceptions of Physician-Pharmacist Interprofessional Clinical Education (SPICE) instrument was developed by physicians and pharmacists to assess students participating in an interprofessional clinic.…”

“…20, 21 The creators of this tool found that the assessment of roles and responsibilities had the lowest reliability for the SPICE instrument, indicating that it remains a challenging domain to assess. The CATS tool was developed to assess knowledge of the professional roles of others as a component of team communication, function, and leadership.…”

The nutritional preferences in the college students and the risk of gaining excessive weight

“…Законодательство в этой сфере крайне расплывчато, однако даже одно-кратное употребление спайсов может негативно сказаться на здоровье [28].…”