Journal of Educational Evaluation for Health Professions

Research article

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

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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

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Development and implementation of interprofessional education activity among health professions students in Jordan: A pilot investigation
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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
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Kim G. Adcock, Sally Earl
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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
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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
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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

Research Article

The role of prehealth student volunteers at a student-run free clinic in New York, United States: Syed H. Shabbir, Maria Teresa M. Santos; J Educ Eval Health Prof. 2015;12:49. Published online October 30, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.49

27,402 View
144 Download
5 Web of Science
3 Crossref

Abstract PDF

Purpose
The medical student-run Einstein Community Health Outreach Clinic provides free healthcare to the uninsured adult population of New York, the United States. During the summer, prehealth student volunteers are recruited to assist with clinic operations. Methods: We designed a survey study to identify the baseline characteristics of the volunteers between June and August of 2013 and 2014 in order to evaluate the influence of working in a medical student-run free clinic on their education, impressions, and career goals. Results: A total of 38 volunteers (response rate, 83%) participated in the study. The volunteers were demographically diverse and interested in primary care specialties and community service. Conclusion: After the Einstein Community Health Outreach program, the volunteers showed an improved understanding of the healthcare process and issues relevant to uninsured patients. They also developed favorable attitudes towards primary care medicine and an increased level of interest in pursuing careers in primary care.

Citations

Citations to this article as recorded by

Learning Outcomes from Participation in Student-Run Health Clinics: A Systematic Review
Oliver WA Wilson, Patrick Broman, Ema Tokolahi, Patrea Andersen, Sharon Brownie
Journal of Multidisciplinary Healthcare.2023; Volume 16: 143. CrossRef
The Impact of Student-Faculty Collaborative Clinics on Patients’ Health Seeking Behaviors in Underserved Communities
Rewan Abdelwahab, Sarah Abdelwahab, Maria Kaltchenko, Mie Hallman, Gina Kruse, Jacqueline T. Chu, Marya J. Cohen
Journal of Community Health.2022; 47(2): 378. CrossRef
Student Experiences and Perceptions of Participation in Student-Led Health Clinics: A Systematic Review
Lynne Briggs, Patricia Fronek
Journal of Social Work Education.2020; 56(2): 238. CrossRef

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