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Learning Objective 1: Identify the components of inter-professional education.
Learning Objective 2: Analyze the differences in dental medicine, medicine, nursing and pharmacy majors responses to inter-professional education.
In order to inform the design of quality IPE instruction at the university level and to begin to connect student experiences to improvements in patient care and outcomes, we collected longitudinal data (at 3 time points) with 2 successive cohorts of students during the academic years 2006-2007 and 2007-2008. This study reports findings from 499 students surveyed over a three year period.
Using the IPE model designed by Freeth, Hammick, Koppel, Reeves, & Barr (2002) to define our constructs, our baseline descriptive study utilized four instruments with Cronbach alpha of .61 to .88 measuring knowledge, attitudes, self efficacy and empathy respectively, as well as intentions, preferences, volunteerism and motivations . The specific research questions addressed are: What proportion of students has already engaged in volunteer service learning activities? What are students’ baseline levels of knowledge, attitudes, self-efficacy, and health-care empathy for inter-professional work and communication with an inter-professional team, and do these baseline characteristics vary between groups? What are students’ intentions of working with underserved populations and the un/under-insured, and do these characteristics vary across groups? How do students’ self-reported motivations for working with underserved populations vary between groups? Can intentions regarding working with underserved populations, be reliably predicted from student knowledge, attitudes, self-efficacy, and empathy?
Our findings conclude that there are significant differences between health care majors and IPE may enhance students’ preference and motivation to work in IPE groups and to serve the underserved. New appreciations for each profession have emerged through these activities.