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Lightning Talk

Identical Instruction May Not Lead to Shared Learning Outcomes: A Comparison of Changes in Learner Attitudes Toward Interprofessional Practice Following an Interprofessional Education Program

Thursday, September 28, 2023, 1:15 pm - 2:15 pm CDT
Beth Davis, PT, DPT, MBA, FNAP
Emory University
Douglas Ander, MD, FNAP
Emory University
Hugh Stoddard, MEd, PhD
Emory University
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Track:
Attendee IPE Experience Track: Some experience with IPE
Keywords: interprofessional educationattitudeoutcomes
Sample video
Lightning Talk Live Discussion Recording

This Lightning Talk has been grouped with others in a common theme. During the Summit session, presenters in this group will share their Lightning Talks in short presentations with a facilitated Q and A or group discussion. Please review the descriptions of the other Lightning Talks during this breakout session:

Setting the Stage from Day 1: Planning an Interprofessional Welcome Day Kickoff Event for Health Science Students Why Reinvent the Wheel? Blueprints for a Virtual Summer Interprofessional Program for Pre-health Learners

Lightning Talk Description: 
Background:
Interprofessional education (IPE) is necessary to prepare health professions’ students for collaborative practice as an important component of the Quadruple Aim; however, the prescription for curriculum content and delivery is unclear. Generally, IPE activities are founded on the presumption that learners will attain similar educational outcomes resulting from shared educational experiences. Specifically, healthcare professions trainees who learn together regardless of systematic differences in their educational and professional backgrounds are expected to arrive at the same outcomes. A study was designed and conducted to measure and compare the attitudinal outcomes of pre-clinical learners from 6 healthcare education programs following a longitudinal IPE program.

Design/Methodology:
First-year learners of pre-professional health programs (Anesthesiologist Assistant, Genetic Counseling, Medicine, Nursing, Physical Therapy, and Physician Assistant) participated in a longitudinal IPE program titled “Remote Interprofessional Platform for Learning and Education” (RIPLE), which included an introductory session followed by 4 sessions all conducted remotely due to Covid restrictions. Learning objectives of each session focused on one or more of the four Interprofessional Education Collaborative competency domains. Instructional formats included: panel discussion, reflective writing, role playing, and small group discussions led by trained, faculty facilitators. The Nebraska Interprofessional Education Attitudes Survey (NIPEAS) was administered prior to the first and following the final event. Pre-RIPLE results for each NIPEAS item were statistically compared to post-RIPLE results using t-tests within each program’s student group. Additionally, the mean change score (Post – Pre) for the six program groups were compared using 2-way ANOVA.

Results:
Substantial differences were observed between the various programs in terms of learners’ attitude changes. In two domains, “self-efficacy in interprofessional care” and “learning with others”, most learners expressed greater positivity after the intervention. In contrast, for the “working as a team” domain, 0/6 programs increased in positivity and one decreased.

Conclusion:
The mixed results question the assumption that learners from various healthcare professions will achieve the desired IPE learner outcomes in equal measure. The remote nature of instruction due to COVID restrictions may have had an impact on learner engagement and thus outcomes of the events, contributing to the decrease/no change result in attitudes toward “working as a team”. Exploration into whether better learner outcomes would result if learners were more acculturated into their own profession prior to learning about other professions is warranted. Timing of student involvement, curriculum design, and instructional format require additional investigation to determine the optimal programmatic formula for optimal IPE outcomes.

Accreditation Details

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.

Text reads "Office of Interprofessional Continuing Professional Development" and shown are logos for the National Center for Interprofessional Practice and Education, the University of Minnesota School of Nursing, and the University of Minnesota College of Pharmacy.
 

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.