Building and Sustaining an Institutional Required IPE Systematic Assessment – Results and Lessons Learned
• Explore ways to build the infrastructure for institutional IPE Systematic Assessment
• Learn about the longitudinal and systematic approaches in assessing IPE impact
• Discuss the significance of the two-year IPE assessment results on students’ collaborative practice-readiness
As the field of IPE grows, the need for systematic assessment of IPE program effectiveness is increasing. While many academic institutions conduct IPE assessments as voluntary pre-post IPE offering survey, the University of Wisconsin-Madison requires all health science students to participate in the IPE Systematic Assessment. This consists of a pre- and post-IPE evaluation at the start and the end of each academic year with the goal to examine the impact of all UW–Madison IPE offerings on students’ progress towards interprofessional socialization, dual identity, and IPEC Competencies.
Conducted by the UW Center for Interprofessional Practice and Education (UW CIPE), the pre- and post-evaluation surveys include demographic information, Dual Identity Scale (DIS), the Interprofessional Socialization and Valuing Scale, and the IPEC Core Competencies. The program participants include: Genetic Counseling, Medicine, Nursing, OT, Pharmacy, PT, PA, MPH, Social Work, and Veterinary Medicine.
While the results of 2022-2023 assessment are under development (and will be presented in the Seminar), the results from 2020-2021 and 2021-2022 pre- and post-evaluations (completed by over 2,000 students) demonstrate that:
• Cross-professional student perspectives in value other professions compared to their own professions have significantly improved. Our findings demonstrate that there is a reduced gap between rating ‘own profession’ and ‘other professions’ across all programs in multiple domains.
• Students have started to develop a sense of belonging to interprofessional teams in which they simultaneously view themselves not only as a member of their own profession but also a part of the larger interprofessional team/community (also called dual identity development).
• Students across many programs reported an increase in one or more of the IPEC Core Competencies, specifically in IPEC Roles and Responsibilities, Communication, and Teamwork.
The results reveal that dedicated IPE-designated offerings at the UW-Madison are effective in helping students to (1) develop a better understanding of what IPE is and what it means for optimization of health outcomes, (2) increase appreciation for the breadth, depth, and value of knowledge and expertise of other professions, (3) improve their interprofessional competencies across multiple domains, and (4) to become collaborative practice-ready students/graduates by developing a sense of belonging to own profession and the interprofessional community.
As per the results, it seems students whose programs provide them with (more) IPE required opportunities, have reported higher post-evaluation ratings in almost all the collected data. This might provide additional support that in order for IPE to be effective in preparing collaborative-practice-ready students/graduates, programs need to integrate IPE into curricula. Areas to watch in upcoming years include, greater willingness in learning with other professions, increased ability and comfort in working in/with interprofessional teams, and further improvement in interprofessional competencies.
While engaging participants in small and large group activities, interprofessional curriculum& assessment tools will be shared as a model to enhance IPE and outcomes.
In support of improving patient care, this activity is planned and implemented by The National Center for Interprofessional Practice and Education Office of Interprofessional Continuing Professional Development (National Center OICPD). The National Center OICPD is accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.
As a Jointly Accredited Provider, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
The National Center OICPD (JA#: 4008105) is approved by the Board of Certification, Inc. to provide continuing education to Athletic Trainers (ATs).
This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credit for learning and change.
Physicians: The National Center for Interprofessional Practice and Education designates this live activity for AMA PRA Category 1 Credits™. Physicians should only claim credit commensurate with their participation.
Physician Assistants: The American Academy of Physician Assistants (AAPA) accepts credit from organizations accredited by the ACCME.
Nurses: Participants will be awarded contact hours of credit for attendance at this workshop.
Nurse Practitioners: The American Academy of Nurse Practitioners Certification Program (AANPCP) accepts credit from organizations accredited by the ACCME and ANCC.
Pharmacists and Pharmacy Technicians: This activity is approved for contact hours.
Athletic Trainers: This program is eligible for Category A hours/CEUs. ATs should claim only those hours actually spent in the educational program.
Social Workers: As a Jointly Accredited Organization, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
IPCE: This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credits for learning and change.
Learners can claim CE credit by completing the Daily Evaluation.