Interprofessional education within a pilot HIV-care elective course

Amy L. Pittenger; Brian Goodroad; Melanie Nicol; Elise N. Durgin; Lindsay Eveland; Robyn Kaiser; Mary Benbenek; Nicole Benson; Sarah Rybicki

doi:10.5688/ajpe7402

Interprofessional education within a pilot HIV-care elective course

Amy L. Pittenger, Brian Goodroad, Melanie Nicol, Elise N. Durgin, Lindsay Eveland, Robyn Kaiser, Mary Benbenek, Nicole Benson, Sarah Rybicki

Research output: Contribution to journal › Article › peer-review

9 Scopus citations

Abstract

Objective. To create an IPE course that improved knowledge related to HIV history, prevention, and therapy, in health professions students and improved their interest and confidence in becoming interprofessional collaborative clinicians, specifically involved in the care of people living with HIV. Methods. A motivational design framework was used to create an interprofessional course that incorporated whole-task complex scenarios, team-based application, and experiential components. Multiple sources of quantitative and qualitative data, including the AIDS Education and Training Center evaluation tool and Interprofessional Collaborative Competency Attainment Scale instrument, as well as assignments and course evaluations, were collected and analyzed. Results. Fifteen students from medicine, nursing, and pharmacy participated in 2017, and 21 students from medicine, nursing, pharmacy, and social work participated in 2018. In both offerings, students rated the course experience positively and self-reported increases in confidence related to interprofessional competencies. Ninety-three percent and 68% of the students in 2017 and 2018, respectively, stated they planned to be involved in HIV care to some degree in the future. Students demonstrated high levels of knowledge of the AIDS Training & Education Center National HIV Curriculum at the end of the 2018 course offering. Conclusion. This educational course design provided an effective interprofessional learning experience and establishes a sustainable interprofessional format for teaching health professions students about HIV.

Original language	English (US)
Article number	7402
Pages (from-to)	2053-2058
Number of pages	6
Journal	American journal of pharmaceutical education
Volume	83
Issue number	10
DOIs	https://doi.org/10.5688/ajpe7402
State	Published - Dec 2019

Bibliographical note

Funding Information:
This project was supported by the Health Resources and Services Administration (HRSA) of the US Department of Health and Human Services (HHS) under grant number U1OHA29293, AIDS Education and Training Centers. The authors thank Sophia Gleason for her assistance in the preparation of this manuscript.

Publisher Copyright:
© 2019, American Association of Colleges of Pharmacy. All rights reserved.

Copyright:
Copyright 2020 Elsevier B.V., All rights reserved.

Keywords

HIV/AIDS
Interprofessional
Motivational design

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.5688/ajpe7402

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title = "Interprofessional education within a pilot HIV-care elective course",

abstract = "Objective. To create an IPE course that improved knowledge related to HIV history, prevention, and therapy, in health professions students and improved their interest and confidence in becoming interprofessional collaborative clinicians, specifically involved in the care of people living with HIV. Methods. A motivational design framework was used to create an interprofessional course that incorporated whole-task complex scenarios, team-based application, and experiential components. Multiple sources of quantitative and qualitative data, including the AIDS Education and Training Center evaluation tool and Interprofessional Collaborative Competency Attainment Scale instrument, as well as assignments and course evaluations, were collected and analyzed. Results. Fifteen students from medicine, nursing, and pharmacy participated in 2017, and 21 students from medicine, nursing, pharmacy, and social work participated in 2018. In both offerings, students rated the course experience positively and self-reported increases in confidence related to interprofessional competencies. Ninety-three percent and 68% of the students in 2017 and 2018, respectively, stated they planned to be involved in HIV care to some degree in the future. Students demonstrated high levels of knowledge of the AIDS Training & Education Center National HIV Curriculum at the end of the 2018 course offering. Conclusion. This educational course design provided an effective interprofessional learning experience and establishes a sustainable interprofessional format for teaching health professions students about HIV.",

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note = "Funding Information: This project was supported by the Health Resources and Services Administration (HRSA) of the US Department of Health and Human Services (HHS) under grant number U1OHA29293, AIDS Education and Training Centers. The authors thank Sophia Gleason for her assistance in the preparation of this manuscript. Publisher Copyright: {\textcopyright} 2019, American Association of Colleges of Pharmacy. All rights reserved. Copyright: Copyright 2020 Elsevier B.V., All rights reserved.",

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doi = "10.5688/ajpe7402",

language = "English (US)",

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AU - Goodroad, Brian

AU - Nicol, Melanie

AU - Durgin, Elise N.

AU - Eveland, Lindsay

AU - Kaiser, Robyn

AU - Benbenek, Mary

AU - Benson, Nicole

AU - Rybicki, Sarah

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N2 - Objective. To create an IPE course that improved knowledge related to HIV history, prevention, and therapy, in health professions students and improved their interest and confidence in becoming interprofessional collaborative clinicians, specifically involved in the care of people living with HIV. Methods. A motivational design framework was used to create an interprofessional course that incorporated whole-task complex scenarios, team-based application, and experiential components. Multiple sources of quantitative and qualitative data, including the AIDS Education and Training Center evaluation tool and Interprofessional Collaborative Competency Attainment Scale instrument, as well as assignments and course evaluations, were collected and analyzed. Results. Fifteen students from medicine, nursing, and pharmacy participated in 2017, and 21 students from medicine, nursing, pharmacy, and social work participated in 2018. In both offerings, students rated the course experience positively and self-reported increases in confidence related to interprofessional competencies. Ninety-three percent and 68% of the students in 2017 and 2018, respectively, stated they planned to be involved in HIV care to some degree in the future. Students demonstrated high levels of knowledge of the AIDS Training & Education Center National HIV Curriculum at the end of the 2018 course offering. Conclusion. This educational course design provided an effective interprofessional learning experience and establishes a sustainable interprofessional format for teaching health professions students about HIV.

AB - Objective. To create an IPE course that improved knowledge related to HIV history, prevention, and therapy, in health professions students and improved their interest and confidence in becoming interprofessional collaborative clinicians, specifically involved in the care of people living with HIV. Methods. A motivational design framework was used to create an interprofessional course that incorporated whole-task complex scenarios, team-based application, and experiential components. Multiple sources of quantitative and qualitative data, including the AIDS Education and Training Center evaluation tool and Interprofessional Collaborative Competency Attainment Scale instrument, as well as assignments and course evaluations, were collected and analyzed. Results. Fifteen students from medicine, nursing, and pharmacy participated in 2017, and 21 students from medicine, nursing, pharmacy, and social work participated in 2018. In both offerings, students rated the course experience positively and self-reported increases in confidence related to interprofessional competencies. Ninety-three percent and 68% of the students in 2017 and 2018, respectively, stated they planned to be involved in HIV care to some degree in the future. Students demonstrated high levels of knowledge of the AIDS Training & Education Center National HIV Curriculum at the end of the 2018 course offering. Conclusion. This educational course design provided an effective interprofessional learning experience and establishes a sustainable interprofessional format for teaching health professions students about HIV.

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KW - Motivational design

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Interprofessional education within a pilot HIV-care elective course

Abstract

Bibliographical note

Keywords

UN SDGs

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