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Vol. 23. Issue 4.
Pages 337-345 (01 July 2019)
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Vol. 23. Issue 4.
Pages 337-345 (01 July 2019)
Original Research
DOI: 10.1016/j.bjpt.2018.09.003
Interprofessional education for health science students’ attitudes and readiness to work interprofessionally: a prospective cohort study
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Young Joo Kima,
Corresponding author
kimyo15@ecu.edu

Corresponding author at: Department of Occupational Therapy, College of Allied Health Sciences, East Carolina University, 600 Moye Blvd, MS 668, 3305H Health Sciences Building, Greenville, NC 27834, USA.
, Jennifer C. Radloffb, C. Kim Stokesc, Christine R. Lysaghtd
a Department of Occupational Therapy, College of Allied Health Sciences, East Carolina University, Greenville, NC, USA
b Department of Occupational Therapy, Adventist University of Health Sciences, Orlando, FL, USA
c Department of Physician Assistant Studies, College of Allied Health Sciences, East Carolina University, Greenville, NC, USA
d Department of Physical Therapy, College of Allied Health Sciences, East Carolina University, Greenville, NC, USA
Highlights

  • Designing an effective single interprofessional session is possible.

  • A single interprofessional session improves interprofessional attitude of students.

  • A single interprofessional session improves readiness for working with the elderly.

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Figures (1)
Tables (4)
Table 1. Educational objectives, and interprofessional collaborative practice competency domains and core competencies.
Table 2. Demographics of students.
Table 3. Results of Interprofessional Attitudes Scale between times and among programs.
Table 4. Results of the study-specific questionnaire between times and among programs.
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Abstract
Background

Interprofessional education of healthcare providers is necessary to foster collaborative practice and improve patient outcomes.

Objective

To examine the effectiveness of the single-session interprofessional education in improving interprofessional attitudes, increasing knowledge of healthcare professions, and improving perceived-readiness for working interprofessionally and with older adults in students in occupational therapy, physical therapy, and physician assistant graduate programs.

Methods

We used a prospective, pre–post cohort design. Fall risk evaluation for older adults was selected as the topic of the 4-hour interprofessional education session. Graduate students from three professional programs including occupational therapy (n=20), physical therapy (n=26), and physician assistant studies (n=35) participated in the study, and 17 older adults aged 65 years or older volunteered for the session. Our primary outcome measure was the Interprofessional Attitudes Scale measuring interprofessional attitudes, and our secondary outcome measure was the study-specific questionnaire measuring the direct effect of our interprofessional education session.

Results

Graduate students showed significant improvements in the subscale of teamwork, roles, and responsibilities in the Interprofessional Attitudes Scale. Students also showed significant improvements in “understanding of other professions,” “perceived-readiness to work interprofessionally,” and “perceived-readiness to work with older adults” in the study-specific questionnaire. Ceiling effects were observed in most of the subscales in the Interprofessional Attitudes Scale.

Conclusion

This study demonstrates that a single 4-hour interprofessional education session can improve interprofessional attitudes, knowledge of other professions, and perceived-readiness of health science graduate students to work interprofessionally and to work with older adults.

Keywords:
Interprofessional education
Interprofessional collaboration
Interprofessional research
Quantitative method

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