Educational Strategy
Evaluation of an Interprofessional Elective Course for Health Professions Students: Teaching Core Competencies for Interprofessional Collaborative Practice
Authors:
Bethanne Brown ,
Pharmacy Practice and Admin Sciences, University Hall, Suite 540, ML0663, University of Cincinnati, Cincinnati, OH 45221-0663, US
About Bethanne
PharmD, Associate Professor
Bonnie Brehm,
College of Nursing, University of Cincinnati, US
About Bonnie
PhD, RD
Heather S. Dodge,
School of Social Work, University of Cincinnati, US
About Heather S.
MSW
Tiffany Diers,
College of Medicine, University of Cincinnati, US
About Tiffany
MD
Ruth Anne Van Loon,
School of Social Work, University of Cincinnati, US
About Ruth Anne
PhD, MSW, LISW, ACSW
Phyllis Breen,
Department of Communication Sciences & Disorders, University of Cincinnati, US
About Phyllis
MA, CCC-SLP
Valorie A. Grant,
College of Nursing, University of Cincinnati, US
About Valorie A.
MSN, MEd
Andrea Wall
College of Pharmacy, University of Cincinnati, US
About Andrea
BS Pharm, RPh
Abstract
OBJECTIVE To evaluate the efficacy of an elective course for health professions students designed to expose, immerse, and provide opportunities for mastery of the core competencies needed for interprofessional collaborative practice (i.e. teamwork, interprofessional communication, values/ethics, and the roles and responsibilities of other health professions).
METHODS Undergraduate and graduate students from 5 health professions (pharmacy, nursing, medicine, communication sciences and disorders, and social work) at the University of Cincinnati Academic Health Center who were enrolled in an elective course in the fall of 2014 were asked to complete the following 3 surveys at key time points in the semester: Clinical Cultural Competency Questionnaire (CCCQ) – modified pre-training version, Team Climate Inventory (TCI) – short version, and the Interprofessional Socialization and Valuing Scale (ISVS).
RESULTS Of 41 students, 40 consented to participate in the study and 95% of participants (n = 38) completed all surveys, in addition to a final course evaluation. Statistically significant differences in pre- and post-assessments of each survey and positive end-of-the-semester course evaluations indicate students’ perceived progression toward mastery of the 4 core competencies.
CONCLUSIONS Positive results of the surveys and course evaluation demonstrate an effective and feasible model of providing didactic IP experiences that will enhance health professions students’ essential skills for interprofessional collaborative practice.
How to Cite:
Brown, B., Brehm, B., Dodge, H.S., Diers, T., Van Loon, R.A., Breen, P., Grant, V.A. and Wall, A., 2016. Evaluation of an Interprofessional Elective Course for Health Professions Students: Teaching Core Competencies for Interprofessional Collaborative Practice. Health, Interprofessional Practice and Education, 3(1), p.eP1103. DOI: http://doi.org/10.7710/2159-1253.1103
Published on
27 Jun 2016.
Peer Reviewed
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