Frantz J1, Fillies G2
1University of the Western Cape, Physiotherapy, Bellville, South Africa, 2University of the Western Cape, Occupational Therapy, Bellville, South Africa
Background: Interprofessional education and practice is key to health professions education and has become the basis for the restructuring of the curricular of various health professions education programs. Consequently the need to integrate IPE into training curricula has become widely accepted by Higher Education Institutions (HEIs). In light of its importance, currently the prospects for learning with and about other healthcare professions is absent in many HEIs training programmes, and the integration of effective IPE into curricula has much room for improvement
Purpose: To assess students in their first year of study, prior to exposure to interprofessional learning opportunities in their course of study, and final year students who have been exposed to interprofessional learning opportunities
Methods: This study employed a quantitative survey design. The study population consisted of first and senior year level students registered for the 2015 and 2016 academic year. A convenient sample of 295 first year students and 281 senior students were used. First year undergraduate students from ten disciplines completed the Readiness for Interprofessional Learning Scale prior to participating in a compulsory interprofessional module and the results were compared with that of senior students who completed the same questionnaire. The RIPLS questionnaire in this research study was analysed by exploratory and inferential data analyses. The following components of exploratory data analysis were used which included descriptive statistics and the T-test was used to compare the means of two sample groups, in this case, first year and senior-level student groups.
Results: Results for the study show that there were significant differences between first and senior-year level students on the subscales of negative professional identity (0.02 0.05); positive professional identity (0.00 0.05); and teamwork and collaboration (0.00 0.05). There was no significant difference found on the subscale roles and responsibilities (0.54 > 0.05). The results clearly show that senior students are more ready for learning interprofessionally compared to first year students
Conclusion(s): It is evident from the results that four key findings emerged and that these included the influence of gender, year level, exposure to IPE activities and willingness to collaborate. It is important to note that interprofessional learning and the learning outcomes to be achieved at any stage of a curriculum, are factors that need to be considered when designing an IPE model.
Implications: IPE has long been suggested as a way to meet the demand for effective collaboration in practice with a view to improving health outcomes for patients/clients/families/communities. To optimise the health professions' contribution to healthcare, a more strategic approach is required in partnership with education, along with research into the effectiveness of IPE. The findings of this study fill the gap in the literature by identifying the potential for interprofessional collaboration through preparing graduates adequately to work interprofessionally. It provides important evidence for health educators and health professional policy makers to understand how interprofessional education and collaboration results in a more comprehensive approach to improving health outcomes, which in turn can inform national and regional policy and practice
Keywords: Interprofessional, learning, health professions
Funding acknowledgements: National research foundation of South Africa provided funding for this study.
Purpose: To assess students in their first year of study, prior to exposure to interprofessional learning opportunities in their course of study, and final year students who have been exposed to interprofessional learning opportunities
Methods: This study employed a quantitative survey design. The study population consisted of first and senior year level students registered for the 2015 and 2016 academic year. A convenient sample of 295 first year students and 281 senior students were used. First year undergraduate students from ten disciplines completed the Readiness for Interprofessional Learning Scale prior to participating in a compulsory interprofessional module and the results were compared with that of senior students who completed the same questionnaire. The RIPLS questionnaire in this research study was analysed by exploratory and inferential data analyses. The following components of exploratory data analysis were used which included descriptive statistics and the T-test was used to compare the means of two sample groups, in this case, first year and senior-level student groups.
Results: Results for the study show that there were significant differences between first and senior-year level students on the subscales of negative professional identity (0.02 0.05); positive professional identity (0.00 0.05); and teamwork and collaboration (0.00 0.05). There was no significant difference found on the subscale roles and responsibilities (0.54 > 0.05). The results clearly show that senior students are more ready for learning interprofessionally compared to first year students
Conclusion(s): It is evident from the results that four key findings emerged and that these included the influence of gender, year level, exposure to IPE activities and willingness to collaborate. It is important to note that interprofessional learning and the learning outcomes to be achieved at any stage of a curriculum, are factors that need to be considered when designing an IPE model.
Implications: IPE has long been suggested as a way to meet the demand for effective collaboration in practice with a view to improving health outcomes for patients/clients/families/communities. To optimise the health professions' contribution to healthcare, a more strategic approach is required in partnership with education, along with research into the effectiveness of IPE. The findings of this study fill the gap in the literature by identifying the potential for interprofessional collaboration through preparing graduates adequately to work interprofessionally. It provides important evidence for health educators and health professional policy makers to understand how interprofessional education and collaboration results in a more comprehensive approach to improving health outcomes, which in turn can inform national and regional policy and practice
Keywords: Interprofessional, learning, health professions
Funding acknowledgements: National research foundation of South Africa provided funding for this study.
Topic: Education: methods of teaching & learning; Education: clinical
Ethics approval required: Yes
Institution: University of the Western Cape
Ethics committee: Humanities and Social Science Ethics Research Committee
Ethics number: HSS14/9/25
All authors, affiliations and abstracts have been published as submitted.
