Outcomes from Classroom, Simulation, and Clinical Experiences in an Interprofessional Education Setting
Abstract
Sherleena Buchman and Jeffrey J. DiGiovanni
Upon entering the workforce, many healthcare professionals are expected to work as members of an interprofessional team. This contrasts with the current educational model at many universities where students are taught in silos about their own professions. This article describes a 15-week interprofessional course experience and outcomes related to didactic, simulation, and clinical experience over three semesters representing eight different professions in one University. This course allowed students to learn not only about each other’s professions through classroom, presentations, but also to learn from and with each other through a series of high-fidelity simulation and clinical experiences. Three different measurements were used including a readiness to learn survey, introduction survey and a pre/post-interprofessional competencies survey. Quantitative analysis was completed on the pre-and post-surveys. Surveys were analyzed and students’ self-efficacy ratings showed significant improvements in the areas of Teamwork, Roles/Responsibilities, and Communication as well as an increase in knowledge of areas of patient centered care and interdisciplinary teamwork. Areas that involved Teamwork and Roles/Responsibilities regarding other professions were the largest improvements over the course of the semester. This indicates that the interprofessional course emphasized learning in these domains as it would be the most beneficial to learn.