Multiple Interprofessional Education Activities Delivered Longitudinally Within a Required Clinical Assessment Course

Abstract

Objective. To determine if the incorporation of multiple interprofessional educational (IPE) activities delivered as a longitudinal curriculum within a required clinical assessment course changed pharmacy students' perceptions regarding interprofessional collaboration. Design. Seventy-one third-year pharmacy students participated in Clinical Assessment, a required applications-based course with a laboratory component. Nine separate IPE activities were embedded into the course longitudinally over the semester using various active-learning strategies and simulated patients. The IPE activities required student participation from medical, nursing, and physician assistant students. Assessment. Pharmacy students completed an 18-item validated survey instrument, the Interdisciplinary Education Perception Scale (IEPS), on the first (pre-survey) and last (post-survey) day of the course. After completing the course, scores improved on 16 of 18 survey items that measured pharmacy students' perceptions of interprofessional collaboration. Conclusion. Incorporating multiple IPE activities longitudinally into a required clinical assessment course significantly changed pharmacy students' perceptions of interprofessional collaboration.

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.…”

“…10, 11 Shrader and colleagues described multiple IPE activities delivered longitudinally within a required clinical assessment course that significantly improved students' perceptions of interprofessional collaboration. 9 MacDonnell and colleagues demonstrated that after a 1-day IPE workshop, students from three different health professions not only recognized the value IPE in their training, but also demonstrated effective teamwork in taking care of patients. 10 The purpose of this report is to describe the design and evaluation of an innovative interprofessional experiential 6-semester course series involving first-year and second-year pharmacy and medical students.…”

“…6 The following themes are notable regarding studies reporting positive outcomes: IPE interventions result in changes of learners' perceptions and values, [7][8][9] and IPE interventions enhance teamwork and collaborative behavior. 10, 11 Shrader and colleagues described multiple IPE activities delivered longitudinally within a required clinical assessment course that significantly improved students' perceptions of interprofessional collaboration.…”

A Systematic Meta‐Analysis of the Effect of Interprofessional Education on Health Professions Students’ Attitudes

“…Interprofessional education (IPE) has been defined as occasions when individuals from two or more health professions “learn with, from, and about each other to improve collaboration and the quality of care.” 5 IPE was introduced to allow students from different health care professions to overcome barriers and preconceptions that exist among various health care groups in order to develop and improve teamwork and communication 4 , 6 . Many colleges and schools are seeking the best methods of providing IPE to their students to achieve learning outcomes, influence student perceptions, and change student behavior 7 , 8 . To evaluate the effectiveness of these activities, the Interprofessional Collaborative Competency Attainment Survey (ICCAS) was developed to measure changes in self‐reported competence in interprofessional care in IPE programs 9 .…”

“…4,6 Many colleges and schools are seeking the best methods of providing IPE to their students to achieve learning outcomes, influence student perceptions, and change student behavior. 7,8 To evaluate the effectiveness of these activities, the Interprofessional Collaborative Competency Attainment Survey (ICCAS) was developed to measure changes in self-reported competence in interprofessional care in IPE programs. 9 This validated pre-post survey consists of 20 items that ask respondents to assess their interprofessional competencies (e.g., communication, collaboration, roles and responsibilities, collaborative patient/ family-centered approach, conflict management/ resolution, and team functioning).…”