Lightning Talk Description: Dual identity development has been proposed to be central to interprofessional collaborative practice. This requires the formation of an interprofessional identity along with professional identity development. Existing literature suggests longitudinal, integrated interprofessional programs may enhance interprofessional identity formation, but further research to determine critical learning modalities in these programs is needed. Our institution conducts a 2-semester, interprofessional foundational course for students in medicine, nursing, pharmacy, and social work. Students were asked to rate the importance of 13 different course elements to their interprofessional identity formation using a 5-point Likert scale. Students were informed their interprofessional identities include a sense of belonging to an interprofessional team, contribution and accountability to the team and its work, commitment to do their best in support of their team members, and respectful and empathetic interactions with team members.
Three years of evaluation data (n=498) were compared which represented three different modalities of course offerings from 2021-2023 (online, hybrid, and in-person, respectively). The categories of extremely and very important were combined, as well as the categories of slightly and not at all important. Categories were then ranked to determine patterns for the most and least important elements to interprofessional identity formation. Since the top four most important and the two least important elements were consistent across all 3 years of evaluation, the data were combined for analysis.
The top four most important elements reported by students were interprofessional faculty facilitators (79.5%), observing interprofessional role modeling by faculty (79.5%), class role play activities (79.3%), and the capstone telehealth simulation (78.1%). These top four elements were ranked higher than other types of team activities (66.9%) and team discussions (71.7%). Only two elements were rated by less than 50% of students as being extremely or very important. The two least important elements were one-minute reflections (25%) and team communication outside of class (48.5%). Although the reflections scored the lowest, the value of the reflections may be more related to self-assessment of content acquisition than interprofessional identity formation.
Our findings clarify which course elements are important for interprofessional identity formation. These findings are used to guide course improvement to enhance learning 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.
