Implementation and evaluation of a longitudinal multisession interprofessional education course designed for foundational learners

Grishondra Branch-Mays, Sophie Gladding, Brian Sick

Research output: Contribution to journalArticle

1 Scopus citations

Abstract

Implementation of introductory IPE learning experiences can be designed to develop a basic understanding of IPE using a variety of learning experiences that can nurture shared values for health professionals. The aim of this paper is to describe the development, implementation and evaluation of a longitudinal, multisession introductory IPE course designed for learners from multiple professions. Evaluation of the longitudinal multiple-session course was conducted using the Interprofessional Collaboration Competency Attainment Survey (ICCAS) and annual student and facilitator evaluations. Analysis of course evaluations suggested attainment of course objectives, and the ICCAS on average showed a significant increase from pre-to-post self-assessment. This longitudinal, multiple-day, interprofessional foundational course met the course objectives and students gained a greater appreciation of IPE for over 1000 first-year students. Key lessons learned in this implementation include the importance of designing a curriculum based on real-world examples involving activities rather than simply discussion and of facilitator preparation and selection. Sustainability over seven-years has been achieved by embedding the curriculum into existing uni-professional curriculum and through on-going engagement and shared ownership by the participating programs.

Original languageEnglish (US)
Pages (from-to)59-64
Number of pages6
JournalJournal of Interprofessional Education and Practice
Volume13
DOIs
StatePublished - Dec 2018

Keywords

  • Interprofessional education
  • Interprofessional learning
  • Team based learning

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