Medical College of Wisconsin
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Measuring the impact of clinically relevant interprofessional education on undergraduate medical and nursing student competencies: A longitudinal mixed methods approach. J Interprof Care 2016 Jul;30(4):448-57 PMID: 27269441

Pubmed ID

27269441

DOI

10.3109/13561820.2016.1162139

Abstract

Interprofessional education (IPE) to improve collaborative competencies is essential for delivering high-quality care. Yet creating clinically relevant IPE and linking it to improvements in behaviours remains challenging, and few objective measurement instruments are available. We developed a process for creating IPE and objective observational tools through collaborative care best practice models (CCBPMs). These models describe the professional and interprofessional behaviours needed for specific patient populations, illnesses, and care settings. Four IPE workshops based on CCBPMs were implemented for all medical and nursing students during their clinical/clerkships years. Students in Cohort 1 completed two IPE workshops: rapid response and end-of-life. For Cohort 2, students completed four IPE workshops, adding chronic paediatric illness and transitions for the cognitively impaired. Valid and reliable collaborative behaviors observational assessment tools (CBOATs) derived from CCBPMs for the rapid response and end-of-life workshops were developed. CBOATs were used in the longitudinal assessment of student learning for both cohorts during two Interprofessional Teamwork Objective Structured Clinical Examinations (ITOSCEs) conducted before and after the students completed the IPE workshops. Over a 2-year period, 457 students completed the IPE simulations and ITOSCEs. Both medical and nursing students demonstrated significant improvement in CBOAT scores. Comparisons between the cohorts showed that participation in four versus two IPE experiences did not significantly improve most CBOAT scores. We conclude that undergraduate IPE simulation experiences based on CCBPMs result in measurable improvements in learner behaviours necessary for effective collaborative and team-based practice in specific care areas.

Author List

Brashers V, Erickson JM, Blackhall L, Owen JA, Thomas SM, Conaway MR

Author

Jeanne M. Erickson PhD, RN Associate Professor in the College of Nursing department at University of Wisconsin - Milwaukee




Scopus

2-s2.0-84976331382   10 Citations

MESH terms used to index this publication - Major topics in bold

Cooperative Behavior
Education, Medical, Undergraduate
Education, Nursing, Baccalaureate
Humans
Interdisciplinary Communication
Longitudinal Studies
Professional Competence
Quality of Health Care
jenkins-FCD Prod-353 9ccd8489072cb19f5b9f808bb23ed672c582f41e