Lightning Talk Description:
Useful and timely feedback on students’ proficiency in the Interprofessional Practice and Education (IPE) competencies is critical to the success of any IPE Program. As the length, breadth, and complexity of IPE curricula present logistical challenges, educators struggle to achieve these feedback goals in an efficient way that benefits students’ long-term interprofessional identity development. Some programs include IPE activities using Team-based learning, highlighting the potential benefits of peer feedback within the interprofessional context. Giving and receiving feedback is thought to promote more meaningful self-reflection on IPE competencies and may be a powerful tool when individualized feedback from faculty is logistically challenging (van Diggele et al, 2020). The purpose of this lightening talk is to describe the peer review process implemented within the Western University of Health Sciences curriculum, discuss the themes that have emerged from students’ written feedback to their peers, and how these themes may vary by health profession and self-reported personality type (introvert or extrovert).
The Peer Feedback Process and Findings:
As part of a 2-year requisite IPE course series, first- and second-year students from Dental Medicine, Nursing, Optometry, Osteopathic Medicine, Pharmacy, Physical Therapy, Physician Assistant studies, Podiatric Medicine, and Veterinary Medicine took a pre-enrollment survey designed to better understand incoming and returning students’ career goals, personalities, and attitudes toward IPE. Towards the end of the spring semester, students also completed an online peer evaluation form adapted from Michaelsen’s peer feedback tool for Team-Based Learning (TBL) as a course requirement. Students evaluated each of their team members on their preparation for engagement, participation, and communication. This form also allowed students to provide written feedback regarding the most valuable contribution each member made to the team and the most important way each member could alter their behavior to help the team work more effectively. This talk will describe themes emerging from the open-ended feedback, including the relationship between self-reported personality type and the skill sets emerging from the open-ended feedback, including active listening skills, leadership skills, and attitude/enthusiasm toward IPE. The findings discussed will have important implications for data-driven strategies on forming successful interprofessional teams.
Summit Theme and Priority Criteria:
This lightening talk addresses the summit theme of The Classroom and Beyond: Preparing Students for Collaborative Practice by describing how a peer feedback tool can supplement student outcome data for the purpose of professional development and preparing students for interprofessional collaboration beyond the classroom.
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.