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Evaluation of student perceptions with 2 interprofessional assessment tools—the Collaborative Healthcare Interdisciplinary Relationship Planning instrument and the Interprofessional Attitudes Scale—following didactic and clinical learning experiences in the United States  
Vincent Dennis, Melissa Craft, Dale Bratzler, Melody Yozzo, Denise Bender, Christi Barbee, Stephen Neely, Margaret Robinson
J Educ Eval Health Prof. 2019;16:35.   Published online November 5, 2019
DOI: https://doi.org/10.3352/jeehp.2019.16.35
  • 9,805 View
  • 218 Download
  • 10 Web of Science
  • 9 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
This study investigated changes in students’ attitudes using 2 validated interprofessional survey instruments—the Collaborative Healthcare Interdisciplinary Relationship Planning (CHIRP) instrument and the Interprofessional Attitudes Scale (IPAS)—before and after didactic and clinical cohorts.
Methods
Students from 7 colleges/schools participated in didactic and clinical cohorts during the 2017–2018 year. Didactic cohorts experienced 2 interactive sessions 6 months apart, while clinical cohorts experienced 4 outpatient clinical sessions once monthly. For the baseline and post-cohort assessments, 865 students were randomly assigned to complete either the 14-item CHIRP or the 27-item IPAS. The Pittman test using permutations of linear ranks was used to determine differences in the score distribution between the baseline and post-cohort assessments. Pooled results were compared for the CHIRP total score and the IPAS total and subdomain scores. For each score, 3 comparisons were made simultaneously: overall baseline versus post-didactic cohort, overall baseline versus post-clinical cohort, and post-didactic cohort versus post-clinical cohort. Alpha was adjusted to 0.0167 to account for simultaneous comparisons.
Results
The baseline and post-cohort survey response rates were 62.4% and 65.9% for CHIRP and 58.7% and 58.1% for IPAS, respectively. The post-clinical cohort scores for the IPAS subdomain of teamwork, roles, and responsibilities were significantly higher than the baseline and post-didactic cohort scores. No differences were seen for the remaining IPAS subdomain scores or the CHIRP instrument total score.
Conclusion
The IPAS instrument may discern changes in student attitudes in the subdomain of teamwork, roles, and responsibilities following short-term clinical experiences involving diverse interprofessional team members.

Citations

Citations to this article as recorded by  
  • Interprofessional communication skills training to improve medical students’ and nursing trainees’ error communication - quasi-experimental pilot study
    Lina Heier, Barbara Schellenberger, Anna Schippers, Sebastian Nies, Franziska Geiser, Nicole Ernstmann
    BMC Medical Education.2024;[Epub]     CrossRef
  • Development and implementation of interprofessional education activity among health professions students in Jordan: A pilot investigation
    Osama Y. Alshogran, Zaid Al-Hamdan, Alla El-Awaisi, Hana Alkhalidy, Nesreen Saadeh, Hadeel Alsqaier
    Journal of Interprofessional Care.2023; 37(4): 588.     CrossRef
  • Tools for faculty assessment of interdisciplinary competencies of healthcare students: an integrative review
    Sharon Brownie, Denise Blanchard, Isaac Amankwaa, Patrick Broman, Marrin Haggie, Carlee Logan, Amy Pearce, Kesava Sampath, Ann-Rong Yan, Patrea Andersen
    Frontiers in Medicine.2023;[Epub]     CrossRef
  • Interprofessional education tracks: One schools response to common IPE barriers
    Kim G. Adcock, Sally Earl
    Currents in Pharmacy Teaching and Learning.2023; 15(5): 528.     CrossRef
  • Interprofessional education and collaborative practice in Nigeria – Pharmacists' and pharmacy students' attitudes and perceptions of the obstacles and recommendations
    Segun J. Showande, Tolulope P. Ibirongbe
    Currents in Pharmacy Teaching and Learning.2023; 15(9): 787.     CrossRef
  • To IPAS or not to IPAS? Examining the construct validity of the Interprofessional Attitudes Scale in Hong Kong
    Fraide A. Ganotice, Amy Yin Man Chow, Kelvin Kai Hin Fan, Ui Soon Khoo, May Pui San Lam, Rebecca Po Wah Poon, Francis Hang Sang Tsoi, Michael Ning Wang, George L. Tipoe
    Journal of Interprofessional Care.2022; 36(1): 127.     CrossRef
  • Turkish adaptation of the interprofessional attitude scale (IPAS)
    Mukadder Inci Baser Kolcu, Ozlem Surel Karabilgin Ozturkcu, Giray Kolcu
    Journal of Interprofessional Care.2022; 36(5): 684.     CrossRef
  • Patient participation in interprofessional learning and collaboration with undergraduate health professional students in clinical placements: A scoping review
    Catrine Buck Jensen, Bente Norbye, Madeleine Abrandt Dahlgren, Anita Iversen
    Journal of Interprofessional Education & Practice.2022; 27: 100494.     CrossRef
  • Can interprofessional education change students’ attitudes? A case study from Lebanon
    Carine J. Sakr, Lina Fakih, Jocelyn Dejong, Nuhad Yazbick-Dumit, Hussein Soueidan, Wiam Haidar, Elias Boufarhat, Imad Bou Akl
    BMC Medical Education.2022;[Epub]     CrossRef
Perception of clinical educational environment by student of physiotherapy based on the Postgraduate Hospital Educational Environment Measurement Questionnaire in Chile  
Karen Córdova-León, Lincoyán Fernández-Huerta, Marcela Rojas-Vargas
J Educ Eval Health Prof. 2019;16:16.   Published online June 14, 2019
DOI: https://doi.org/10.3352/jeehp.2019.16.16
  • 17,919 View
  • 267 Download
  • 2 Web of Science
  • 3 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
It aimed at describing the perception of the clinical educational environment by physiotherapy students based on the Postgraduate Hospital Educational Environment Measurement Questionnaire in Chile.
Methods
The clinical education environment was evaluated according to the Postgraduate Hospital Educational Environment Measure (PHEEM) by 192 students originally enrolled in the fifth year of the physiotherapy career at 3 different headquarters of the academic institution: Santiago, Viña del Mar, and Concepcion Campus (Metropolitan, Valparaiso, and Bio Bio region, respectively), from March to October 2018. The Cronbach’s α was applied to measure the reliability of the instrument and the Student-t and analysis of variance tests were used to compare the differences of PHEEM scores by headquarters, environmental areas, and experience of internship.
Results
A total overall average score of 125.88 was obtained, which meant an excellent educational environment. The overall score was 127.6±22.7 for headquarters 1, 125.6±21.6 for headquarters 2, and 122.5±26.9 for headquarters 3. According to the type of establishment, the scores were of 127.1±22.1 for private and 123.5±26.3 for public institutes. According to the type of area, the score was cataloged as an excellent educational environment in all cases, except in the respiratory care area (lowest score, 117.5±29.1). Finally, the score was 126.9±20.5 for the first internship, 121.7±29.3 for the second, and 129.4±19.6 for the third.
Conclusion
There is relative homogeneity of the clinical educational environment for different headquarters, types of establishment, or type of area; but there are significant differences in the number of the internship. The promotion of a good clinical educational environment can have an important impact on the development and performance of the future professional, being the detection of negative aspects an opportunity to improve the hidden curriculum.

Citations

Citations to this article as recorded by  
  • KNOWLEDGE OF PHYSIOTHERAPY STUDENTS ABOUT SUPERVISION SKILLS DURING THE CLINICAL ROTATION OF INTERNSHIP
    Dr. Tabish Fahim, Dr. Shadab Uddin
    Pakistan Journal of Rehabilitation.2021; 10(2): 31.     CrossRef
  • Moroccan residents’ perceptions of the hospital learning environment measured with the French version of the Postgraduate Hospital Educational Environment Measure
    Hajar Berrani, Redouane Abouqal, Amal Thimou Izgua
    Journal of Educational Evaluation for Health Professions.2020; 17: 4.     CrossRef
  • Measuring the impact of oceanographic indices on species distribution shifts: The spatially varying effect of cold‐pool extent in the eastern Bering Sea
    James T. Thorson
    Limnology and Oceanography.2019; 64(6): 2632.     CrossRef

JEEHP : Journal of Educational Evaluation for Health Professions