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Original Theory & Research

Evaluating the Impact of an Interprofessional Course: Comparing Faculty and Student Attitudes

Authors:

Amy E. Coplen ,

Pacific University, US
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Susan M. Stein,

Pacific University, US
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Shahana Koslofsky,

Pacific University, US
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Kathryn P. Bell,

Pacific University, US
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Matthew Hunsinger

Pacific University, US
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Abstract

INTRODUCTION Many health professions’ accrediting agencies require interprofessional training for students, yet impact of faculty attitudes toward interprofessional education (IPE) is unclear. The objectives of this study were to compare faculty and student attitudes toward working in interprofessional healthcare teams before and after taking an interprofessional course (IPC) and to assess and compare attitudes of faculty directly involved with IPE to those who are not. METHODS The Attitudes toward Healthcare Teams Scale (ATHCTS) was selected to test the objectives. Fulltime faculty at the College of Health Professions (CHP) were invited to complete the ATHCTS assessment. In addition, all first-year health professions students’ pre- and post-IPC assessment scores were collected during the mandatory introductory IPC. RESULTS Responses were collected from 428 students and 68 faculty members for response rates of 97% and 47% respectively. Students’ reported more positive attitudes after the IPC class ended (M = 4.19) compared to before the class began (M = 3.95) p < .001. Findings also showed that students reported slightly more positive attitudes towards interprofessional teams compared to faculty post IPC (p = .02). CONCLUSION Findings suggest faculty attitudes are positive whether directly involved in IPE or not. Institutions implementing IPE may gain insight for planning and recruitment by assessing the climate among faculty to have the greatest impact on their students.
How to Cite: Coplen, A.E., Stein, S.M., Koslofsky, S., Bell, K.P. and Hunsinger, M., 2019. Evaluating the Impact of an Interprofessional Course: Comparing Faculty and Student Attitudes. Health, Interprofessional Practice and Education, 3(4), p.eP1186. DOI: http://doi.org/10.7710/1186
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Published on 02 Dec 2019.
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