Application of validated instruments to assess university-wide interprofessional service-learning experiences

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• 作者：Kathleen Packard ; PharmD ; MS ; BCPS ; AACP ; ^{kpackard@creighton.edu" class="auth_mail" title="E-mail the corresponding author} ; Ann Ryan-Haddad ; PharmD ; Michael S. Monaghan ; PharmD ; BCPS ; Joy Doll ; OTD ; OTR/L ; Yongyue Qi ; MS
• 关键词：Mixed-methods ; Interprofessional education ; Interprofessional learning ; Education
• 刊名：Journal of Interprofessional Education & Practice
• 出版年：2016
• 出版时间：September 2016
• 年：2016
• 卷：4
• 期：Complete
• 页码：69-75
• 全文大小：235 K

文摘

Accreditation requirements are now mandating more interprofessional experiences for health sciences students. This mixed-methods study utilized the Team Skills Scale (TSS), the Student Perceptions of Interprofessional Clinical Education-Revised (SPICE-R) instrument, and reflection questions to assess university-wide interprofessional service-learning experiences.

Method

Survey data from the TSS and SPICE-R were compiled from 16 interprofessional education (IPE) service-learning activities involving 666 students from spring 2012-spring 2015. Multiple regression analysis applying generalized estimating equations (GEEs) was performed to assess for relationships between pre and post score change and IPE variables including year in curriculum, type of IPE event (one-time versus longitudinal), and prior IPE experience. Reflection data were also captured and analyzed for themes.

Results

Significant improvements in scores after the IPE activities were detected for both instruments used. Significant improvements were observed at all curriculum stages only with the TSS and not the SPICE-R. Scores were greater and improved more for a longitudinal IPE course versus a one-time event with the SPICE-R, but not the TSS. Both instruments showed similar patterns of improvements regardless of prior IPE experience. Reflection data aligned well with the Core Competencies for Interprofessional Collaborative Practice.

Conclusion

These results suggest utility for both the TSS and SPICE-R in conjunction with reflection questions, mirroring the 2015 Institute of Medicine (IOM) guidance (Institute of Medicine of the National Academies). The SPICE-R may be more appropriate for longitudinal IPE experiences while the TSS may have broader applicability. These results provide insight for institutions strategizing for IPE assessment to meet accreditation standards.