The interprofessional practice \& education curriculum for the students to be employed in this study will include five modalities in a scaffolded structure progressing from low- to high-fidelity experiences over a two-year period: (1) classroom didactic sessions; (2) simulation laboratory sessions; (3) standardized patient sessions; (4) community-based clinical case conferences; and, (5) community-based interprofessional rotations. Clinicians will experience many of the same learning experiences as the students, but will differ in the level of education and its focus. Clinicians and faculty will be taught the concepts of interprofessional practice \& education, the same as the students, but they will also be taught how to educate students using interprofessional practice \& education.
The purpose of this prospective cohort study, which will utilize anonymous data, is to describe the impact of the interprofessional practice \& education project in four categories: 1. Change in student knowledge, skill, and attitudes regarding interprofessional practice \& education. 2. Student selection and entrance into primary care in rural settings and/or with underserved populations. 3. Patient and family members' perceptions of interprofessional practice \& education encounters. 4. Clinicians' experiences with interprofessional practice \& education and perceptions of it. Research Questions: 1. How do students' knowledge, skill, and attitudes change regarding interprofessional practice \& education as measured by pre/post electronic surveys? 2. What is the difference in the rate of entrance of graduates into primary care disciplines, settings that serve rural patients, and settings that serve underserved patients? 3. What are patients' and their families' perceptions of interprofessional practice \& education encounters as measured by anonymous paper surveys. 4. What prior experiences and education do clinicians have with interprofessional practice \& education? 5. How do clinicians' knowledge, skill, and attitudes change regarding interprofessional practice \& education as measured by pre/post electronic surveys?
Study Type
INTERVENTIONAL
Allocation
NON_RANDOMIZED
Purpose
HEALTH_SERVICES_RESEARCH
Masking
NONE
Enrollment
1,806
The intervention utilized in this project will involve a 2-year curriculum. The year one/pre-clinical curriculum will be presented to pre-clinical doctor of osteopathic medical students (DO) and physician assistant students (PA) students. The year two/clinical curriculum will be presented to third year DO students and second year PA students once clinic sites are identified.
Heritage University
Toppenish, Washington, United States
Pacific northwest university of health sciences
Yakima, Washington, United States
Changes in Knowledge of Interprofessional Care and Practice Scores
Changes in Knowledge of Interprofessional Care and Practice Scores. The Knowledge of Interprofessional Care and Practice is designed to measure knowledge of under the umbrella of interprofessional collaborative practice over time. It is a 20 item quiz broken into 5 domains. Where incorrect answers "0" (to a very low knowledge) and correct answers "20" (to a very high knowledge).
Time frame: Baseline and approximately 12-months from baseline
Changes in Knowledge of Interprofessional Care and Practice Scores
Changes in Knowledge of Interprofessional Care and Practice Scores. The Knowledge of Interprofessional Care and Practice is designed to measure knowledge of under the umbrella of interprofessional collaborative practice over time. It is a 20 item quiz broken into 5 domains. Where incorrect answers "0" (to a very low knowledge) and correct answers "20" (to a very high knowledge).
Time frame: Approximately 12-months to 24-months from baseline
Changes in Knowledge of Interprofessional Care and Practice Scores
Changes in Knowledge of Interprofessional Care and Practice Scores. The Knowledge of Interprofessional Care and Practice is designed to measure knowledge of under the umbrella of interprofessional collaborative practice over time. It is a 20 item quiz broken into 5 domains. Where incorrect answers "0" (to a very low knowledge) and correct answers "20" (to a very high knowledge).
Time frame: Episodic from Baseline to 24-months from baseline
Changes in Interprofessional Learning Readiness Scale Scores
Changes in Interprofessional Learning Readiness Scale Scores. Interprofessional Learning Readiness Scale is designed to assess learning readiness/attitudes of health sciences students towards interprofessional teamwork and education perceptions of interprofessional collaboration Self-report (e.g., survey, questionnaire, self-rating), 18-item, 6-point likert-type scale ranging from strongly agree (6) to strongly disagree (1). A higher number indicating a stronger readiness versus a lower score.
Time frame: Baseline and approximately 12-months from baseline
Changes in Interprofessional Learning Readiness Scale Scores
Changes in Interprofessional Learning Readiness Scale Scores. Interprofessional Learning Readiness Scale is designed to assess learning readiness/attitudes of health sciences students towards interprofessional teamwork and education perceptions of interprofessional collaboration Self-report (e.g., survey, questionnaire, self-rating), 18-item, 6-point likert-type scale ranging from strongly agree (6) to strongly disagree (1). A higher number indicating a stronger readiness versus a lower score.
Time frame: Approximately 12-months to 24-months from baseline
Changes in Interprofessional Learning Readiness Scale Scores
Changes in Interprofessional Learning Readiness Scale Scores. Interprofessional Learning Readiness Scale is designed to assess learning readiness/attitudes of health sciences students towards interprofessional teamwork and education perceptions of interprofessional collaboration Self-report (e.g., survey, questionnaire, self-rating), 18-item, 6-point likert-type scale ranging from strongly agree (6) to strongly disagree (1). A higher number indicating a stronger readiness versus a lower score.
Time frame: Episodic from Baseline to 24-months from baseline
Changes in Team Performance Observation Tool Ratings
Changes in Team Performance Observation Tool Ratings. The Performance Observation Tool (TPOT) is a TeamSTEPPS®curriculum instrument that can be utilized to evaluate the effectiveness of team performance. It is a 5 domain, 23 item rating for the team. Rating Scale: 1 = Very Poor, 2 = Poor, 3 = Acceptable, 4 = Good, and 5 = Excellent. Where total ratings of "23" indicate low team performance and "115" indicate high team performance.
Time frame: Baseline and approximately 12-months from baseline
Changes in Team Performance Observation Tool Ratings
Changes in Team Performance Observation Tool Ratings. The Performance Observation Tool (TPOT) is a TeamSTEPPS®curriculum instrument that can be utilized to evaluate the effectiveness of team performance. It is a 5 domain, 23 item rating for the team. Rating Scale: 1 = Very Poor, 2 = Poor, 3 = Acceptable, 4 = Good, and 5 = Excellent. Where total ratings of "23" indicate low team performance and "115" indicate high team performance.
Time frame: Approximately 12-months to 24-months from baseline
Changes in Team Performance Observation Tool Ratings
Changes in Team Performance Observation Tool Ratings. The Performance Observation Tool (TPOT) is a TeamSTEPPS®curriculum instrument that can be utilized to evaluate the effectiveness of team performance. It is a 5 domain, 23 item rating for the team. Rating Scale: 1 = Very Poor, 2 = Poor, 3 = Acceptable, 4 = Good, and 5 = Excellent. Where total ratings of "23" indicate low team performance and "115" indicate high team performance.
Time frame: Episodic during Baseline to Throughout 24-months
Total Scores of Patient Perceived Quality of Care
The Patient Perceived Quality of Care satisfaction of the care the patient received with the collaborative and communicative aspects of care teams. The satisfaction is determined by this 7-item rating system of Yes- 3; Partly -2; No - 1; and Does not Apply - 0. Where total ratings of "0" indicate low perceived quality of care and "21" indicate high perceived quality of care.
Time frame: Episodic from Baseline to 24-months from baseline
Changes in Perception of Interprofessional Collaboration Model Questionnaire.
The Perception of Interprofessional Collaboration Model Questionnaire is designed to assess perceptions of interprofessional collaboration on the individual, group, and organizational levels for professionals in the domain of mental health care for children and adolescents. Self-report (e.g., survey, questionnaire, self-rating), 12 constructs 48-item, 7-point Likert-type scale ranging from strongly agree (1) to strongly disagree (7).
Time frame: Baseline and approximately 12-months from baseline
Changes in Perception of Interprofessional Collaboration Model Questionnaire.
The Perception of Interprofessional Collaboration Model Questionnaire is designed to assess perceptions of interprofessional collaboration on the individual, group, and organizational levels for professionals in the domain of mental health care for children and adolescents. Self-report (e.g., survey, questionnaire, self-rating), 12 constructs 48-item, 7-point Likert-type scale ranging from strongly agree (1) to strongly disagree (7).
Time frame: Approximately 12-months to 24-months from baseline
Changes in Perception of Interprofessional Collaboration Model Questionnaire.
The Perception of Interprofessional Collaboration Model Questionnaire is designed to assess perceptions of interprofessional collaboration on the individual, group, and organizational levels for professionals in the domain of mental health care for children and adolescents. Self-report (e.g., survey, questionnaire, self-rating), 12 constructs 48-item, 7-point Likert-type scale ranging from strongly agree (1) to strongly disagree (7).
Time frame: Episodic from Baseline to 24-months from baseline
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