Authors:

Abstract

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. Results Results 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.

Keywords: Interprofessional education, student-led, Interprofessional collaboration

How to Cite: Doerschuk, L.A., Jones, M., Wetmore, A.O. and Nicholas, D., 2019. Exploring Student-Led Interprofessional Education Through a Community Service Project. Health, Interprofessional Practice and Education, 3(4), p.eP1183. DOI: http://doi.org/10.7710/1183