The effectiveness of interprofessional education programs for medical, nursing, and pharmacy students

Abstract

This study is to develop an interprofessional education (IPE) program for medical, nursing, and pharmacy students and to analyze the effectiveness. Methods: Subjects consisted of 116 students (41 medical, 46 nursing, and 29 pharmacy students) enrolled in their final year. Subjects were randomly assigned to either the intervention group or the control group, with 58 in each group. A pretest-posttest control group design was used. The program was operated for a single day, and consisted of small-group activities and role-play. We utilized the following tools: Perceptions towards Interprofessional Education (PIPE), Self-Efficacy for Interprofessional Experiential Learning (SEIEL), and Perception towards Interprofessional Competency (PIC). We used t-test and analysis of covariance for analysis. Results: The PIPE tool revealed that the scores of the intervention group were significantly higher than those of the control group (p=0.000). The result was the same when the scores were categorized into the groups medical students (p=0.001), nursing students (p=0.000), and pharmacy students (p=0.005). The SEIEL study also indicated the intervention group scored significantly higher than the control group (p=0.000). However, pharmacy students did not reveal significant (p=0.983). The intervention group scored significantly higher than the control group in the PIC. A concluding survey of the intervention group indicated that most students were satisfied with the IPE program. Conclusion: We hope this study will provide useful information for designing and improving IPE programs in other universities.

Perception of interprofessional education and educational needs of students in South Korea: A comparative study

“…Further, the ratio of professors with experience in IPE was very low, approximately 4% [ 19 ]. Most students, during the preclinical course, are exposed to IPE as a special one-day program as an extra curriculum activity, not as a formal course integrated into the core curricula [ 19 , 23 , 24 ]. After entering clerkship, students are naturally exposed to the clinical setting, learning about interactions with teams and the role of the team indirectly, as an informal or hidden curriculum [ 25 ].…”

The Necessity of Approach Change From Uni-Professional Education to Inter-Professional Education in Health Sciences

“…According to the WHO, IPE occurs when at least two students from various health sci-ences learn together to effectively provide collaborative and patient-centered care (7). IPE aims to gain knowledge and mutual understanding, collective responsibility, common goal among healthcare students from various professions, in such a way to foster collaborative, safe, and comprehensive care for patients and, consequently, improve health outcomes (8,9). The main outcome of inter-professional learning is the inter-professional socialization of stuednts.…”

“…The main outcome of inter-professional learning is the inter-professional socialization of stuednts. Several studies have mentioned increased knowledge, attitudes, and performance of students in providing collaborative care in clinical settings, better adjusting stereotypes to other professional groups, and the ability to resolve conflicts in inter-professional teams (8,(10)(11)(12). Fostering the abilities of faculty members to lead inter-professional student teams as a facilitator is one of the most well-known outcomes of IPE initiatives (13).…”

Evaluasi Persepsi dan Kompetensi Pendidikan Interprofesional Mahasiswa di Rotasi Klinik

“…12 Program IPE perlu dilakukan sejak awal pendidikan secara bertahap sehingga pelaksanaan IPE di tahap profesi atau rotasi klinik menjadi penting sebagai upaya keberlanjutan dari IPE tahap akademik. 13,14 Penelitian ini bertujuan untuk mengetahui persepsi dan kompetensi IPE mahasiswa kedokteran dan kesehatan sebelum dan sesudah menjalani suatu IPE rotasi klinik.…”