Date Presented 04/20/2023
This study compares the outcomes of a case-based, interprofessional education workshop with 2nd-year OTD students and 2nd-year medical students conducted in person and online in 2 different years.
Primary Author and Speaker: Bridgett Piernik-Yoder
PURPOSE: Interprofessional education occurs when students from two or more professions learn The purpose of this study was to compare the outcomes of an interprofessional education workshop with second-year Doctor of Occupational Therapy (OTD) students and medical students (MSII) conducted in-person and online in two different years.
DESIGN: A retrospective, pretest–posttest design was used to compare the IPE activity.
METHODOLOGY: A total of 530 students participated in both years of the case-based IPE workshop. Retrospective pretest–posttest data were collected using the refined IPEC Competency Self-Assessment Tool that was electronically distributed following the workshop. Descriptive data for pretest–posttest tests were analyzed using a paired-samples t-test and Cohen’s d.]
RESULTS: Four hundred thirty-one students completed the measure for a response rate of 85%. Both OTD and MSII ratings of their change in understanding of the role of the other profession indicated a statistically significant difference in both years. (OTD = p = .05 and p = .003: MSII = p < . 001 for both years). OTD students’ scores in their overall and subscale scores showed a statistically significant increase in 2019 and 2020. However, the MSII students’ scores showed a statistically significant increase in their overall and subscale scores in 2019, but not in 2020. Descriptive data from the OTD students’ post-assessment revealed the IPE workshop increased their understanding of teamwork (M = 4.15, SD = 0.74) and their communication skills as part of a healthcare team (M = 4.03, SD, 0.77). There was no significant difference in the OTD students’ assessment of the IPE workshop between the two years.
CONCLUSION: The findings of this study suggest both in-person and online IPE activities may be an effective method in achieving self-assessed IPE competencies. However, the outcomes differed between OTD and MSII students between the two years with different delivery formats.
References
World Health Organization. (2010). Framework for action on interprofessional education and collaborative practice (Report no. WHO/HRH/HPN/10.3). https://apps.who.int/iris/bitstream/handle/10665/70185/WHO_HRH_HPN_10.3_eng.pdf;jsessionid=6F61CD8D5F34251643119E221DE6F3B2?sequence=1
McKenna, L., Boyle, M., & Palermo, C. (2014). Promoting interprofessional understanding through online learning: A qualitative examination. Nursing & Health Sciences, 16:3, 321–326. https://doi.org/10.1111/nhs.12105
Lockeman, K., Dow, A., Diaz Granados, D., McNeilly, D., Nickol, D., Koehn, M., & Knab, M. (2016). Refinement of the IPEC Competency Self Assessment survey: Results from a multi-institutional study, Journal of Interprofessional Care, 30:6, 726–731. https://doi.org/10.1080/13561820.2016.1220928
