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The purpose of this quantitative, correlational study was to examine the direct relationship between students learning about case-based, interprofessional education in their didactic coursework and then demonstrating a change in behavior that allows them to engage in interprofessional collaborative practice in the clinical setting. Specifically, the study determined if healthcare students from physical therapy, occupational therapy, and nursing programs demonstrated the behaviors learned during case-based, IPE training to engage in interprofessional collaborative practice in the clinical setting. The participants of the study had to have completed the case-based IPE training provided at their university during one semester and then participated in a clinical experience course in the following semester. They voluntarily completed an electronic survey that consisted of the validated Interprofessional Collaborative Competency Attainment Survey (ICCAS) and basic demographic questions. The results of the study suggested that students feel competent in IPCP skills after participating in IPE training in the classroom setting, which is a controlled environment. However, when they enter the clinical setting, an uncontrolled environment, their abilities to truly engage in IPCP is not as strong. These findings suggest the need to provide IPE training in the classroom and clinical settings. It would be beneficial for training to be scaffolded throughout the curriculum and include classroom training to provide the foundational knowledge (start of Bloom’s taxonomy), simulation to begin to introduce an uncontrolled environment (middle of Bloom’s taxonomy) and end with training in the clinical setting (high on Bloom’s taxonomy).
McCormack Tutt, Sally; Parry, Meredith; and Cohen Konrad, Shelley, "Healthcare Students’ Abilities To Translate Interprofessional Education To Collaborative Practice" (2019). Physical Therapy Faculty Posters. 6.