Health professions students have limited exposure to each other during their education and training, yet there are many expectations for their interaction in the workplace as part of functioning health-care teams. Interprofessional education is a mechanism to facilitate teamwork and relationships between health-care professionals by encouraging favorable attitudes and behaviors. The purpose of this descriptive quantitative methods study was to assess newly designed learning activities of an existing interprofessional education program with the goal of instilling interprofessional attitudes and confidence levels. Additionally, the program goal was to increase the understanding of training of fellow health professionals for medical, dental, nursing and dental hygiene students attending a health science educational institution. Four (4) teams of senior medical, dental, nursing and dental hygiene students participated in five (5) three-hour sessions utilizing a community-based service-learning model. A pre-post survey was utilized to answer the research question. Participants maintained a reflective journal to document their program experiences. A post-program debriefing session determined satisfaction levels of study participants. The Wilcoxon signed rank test was used to analyze the quantitative data. The results from analysis of the quantitative and qualitative data indicated that the research question that queried the impact of the revised curriculum in developing students' attitudes and confidence levels with working in interprofessional teams, and understanding of training of fellow health-care professionals was favorable. While only 1 of the 5 attitudinal questions was found statistically significant, reflective diaries support the notion that participants' attitudes were increased. The program's learning activities also influenced student confidence levels with working in interprofessional teams. Student experiences in the program increased their knowledge about the training associated with each of the disciplines. As a result, students' appreciation and respect for the medical and dental professions represented in the study were enhanced. Analysis from the student reflective journals found common themes specific to attitudes and behaviors that support an interprofessional approach to care. The post-program debriefing session provided overall substantive feedback regarding student experiences with working in interprofessional teams and with the homeless. In addition, participants provided suggestions for enhancing the program.
|Commitee:||Cisewski, Shannon, Delicath, Tim|
|Department:||School of Education|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 73/11(E), Dissertation Abstracts International|
|Subjects:||Educational evaluation, Public health, Public policy, Health education|
|Keywords:||Clinical teamwork, Collaborative learning, Collaborative practice, Homeless, Interdisciplinary health, Interprofessional education, Interprofessional teamwork, Multidisciplinary learning|
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