Cargando…

Measuring interprofessional competencies and attitudes among health professional students creating family planning virtual patient cases

BACKGROUND: The Virtual Interprofessional Patients-Computer-Assisted Reproductive Health Education for Students (VIP-CARES) Project took place during the summers of 2010–2012 for eight weeks each year at the University of British Columbia (UBC). Undergraduate health care students worked collaborativ...

Descripción completa

Detalles Bibliográficos
Autores principales: Wong, Eric, Leslie, Jasmine J., Soon, Judith A., Norman, Wendy V.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2016
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5069921/
https://www.ncbi.nlm.nih.gov/pubmed/27756294
http://dx.doi.org/10.1186/s12909-016-0797-8
_version_ 1782461035046764544
author Wong, Eric
Leslie, Jasmine J.
Soon, Judith A.
Norman, Wendy V.
author_facet Wong, Eric
Leslie, Jasmine J.
Soon, Judith A.
Norman, Wendy V.
author_sort Wong, Eric
collection PubMed
description BACKGROUND: The Virtual Interprofessional Patients-Computer-Assisted Reproductive Health Education for Students (VIP-CARES) Project took place during the summers of 2010–2012 for eight weeks each year at the University of British Columbia (UBC). Undergraduate health care students worked collaboratively to develop virtual patient case-based learning modules on the topic of family planning. The purpose of this study was to evaluate the changes in perception towards interprofessional collaboration (IPC) among the participants, before and after the project. METHODS: This study utilized a mixed methods evaluation using self-assessment survey instruments, semi-structured interviews, and reflective essays. Pre- and post- project surveys were adapted from the Canadian Medical Education Determinants (CanMEDS) and Canadian Interprofessional Health Collaborative (CIHC) frameworks, as well as the Memorial University Interprofessional Attitudes (IPA) questionnaire. The survey results were analyzed as mean (M) and standard deviation (SD) on Likert scales. The non-parametric Wilcoxon signed-rank test was used to determine if any significant changes were measured between each participant’s differences in score (p ≤ 0.05). Post-project interview transcripts and essays were analyzed using recursive abstraction to elicit any themes. RESULTS: Altogether, 26 students in medicine, pharmacy, nursing, midwifery, dentistry, counselling psychology, and computer science participated in VIP-CARES, during the three years. Student attitudes toward IPC were positive before and after the project. At the project’s conclusion, there was a statistically significant increase in the participants’ self-assessment competency scores in the CanMEDS roles of health advocate (p = 0.05), manager (p = 0.02), and medical expert (p = 0.03), as well as the CIHC domains of interprofessional communication (p = 0.04), role clarification (p = 0.01), team functioning (p = 0.05), and collaborative leadership (p = 0.01). Qualitative evaluations yielded three major themes: communication and respect as key to team functioning, importance of role clarification within the team, and existence of inherent challenges to IPC. From the reflections, students generally felt more comfortable with their improvements in the CIHC domains of interprofessional communication, team functioning, and role clarification. CONCLUSION: After working within an interdisciplinary team developing virtual patient learning modules on family planning, the student participants of the VIP-CARES Project indicated general improvement in the skills necessary for effective interprofessional collaboration. Triangulation of the overall data suggests this was especially observed within the areas of interprofessional communication, team functioning, and role clarification. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (doi:10.1186/s12909-016-0797-8) contains supplementary material, which is available to authorized users.
format Online
Article
Text
id pubmed-5069921
institution National Center for Biotechnology Information
language English
publishDate 2016
publisher BioMed Central
record_format MEDLINE/PubMed
spelling pubmed-50699212016-10-24 Measuring interprofessional competencies and attitudes among health professional students creating family planning virtual patient cases Wong, Eric Leslie, Jasmine J. Soon, Judith A. Norman, Wendy V. BMC Med Educ Research Article BACKGROUND: The Virtual Interprofessional Patients-Computer-Assisted Reproductive Health Education for Students (VIP-CARES) Project took place during the summers of 2010–2012 for eight weeks each year at the University of British Columbia (UBC). Undergraduate health care students worked collaboratively to develop virtual patient case-based learning modules on the topic of family planning. The purpose of this study was to evaluate the changes in perception towards interprofessional collaboration (IPC) among the participants, before and after the project. METHODS: This study utilized a mixed methods evaluation using self-assessment survey instruments, semi-structured interviews, and reflective essays. Pre- and post- project surveys were adapted from the Canadian Medical Education Determinants (CanMEDS) and Canadian Interprofessional Health Collaborative (CIHC) frameworks, as well as the Memorial University Interprofessional Attitudes (IPA) questionnaire. The survey results were analyzed as mean (M) and standard deviation (SD) on Likert scales. The non-parametric Wilcoxon signed-rank test was used to determine if any significant changes were measured between each participant’s differences in score (p ≤ 0.05). Post-project interview transcripts and essays were analyzed using recursive abstraction to elicit any themes. RESULTS: Altogether, 26 students in medicine, pharmacy, nursing, midwifery, dentistry, counselling psychology, and computer science participated in VIP-CARES, during the three years. Student attitudes toward IPC were positive before and after the project. At the project’s conclusion, there was a statistically significant increase in the participants’ self-assessment competency scores in the CanMEDS roles of health advocate (p = 0.05), manager (p = 0.02), and medical expert (p = 0.03), as well as the CIHC domains of interprofessional communication (p = 0.04), role clarification (p = 0.01), team functioning (p = 0.05), and collaborative leadership (p = 0.01). Qualitative evaluations yielded three major themes: communication and respect as key to team functioning, importance of role clarification within the team, and existence of inherent challenges to IPC. From the reflections, students generally felt more comfortable with their improvements in the CIHC domains of interprofessional communication, team functioning, and role clarification. CONCLUSION: After working within an interdisciplinary team developing virtual patient learning modules on family planning, the student participants of the VIP-CARES Project indicated general improvement in the skills necessary for effective interprofessional collaboration. Triangulation of the overall data suggests this was especially observed within the areas of interprofessional communication, team functioning, and role clarification. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (doi:10.1186/s12909-016-0797-8) contains supplementary material, which is available to authorized users. BioMed Central 2016-10-19 /pmc/articles/PMC5069921/ /pubmed/27756294 http://dx.doi.org/10.1186/s12909-016-0797-8 Text en © The Author(s). 2016 Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.
spellingShingle Research Article
Wong, Eric
Leslie, Jasmine J.
Soon, Judith A.
Norman, Wendy V.
Measuring interprofessional competencies and attitudes among health professional students creating family planning virtual patient cases
title Measuring interprofessional competencies and attitudes among health professional students creating family planning virtual patient cases
title_full Measuring interprofessional competencies and attitudes among health professional students creating family planning virtual patient cases
title_fullStr Measuring interprofessional competencies and attitudes among health professional students creating family planning virtual patient cases
title_full_unstemmed Measuring interprofessional competencies and attitudes among health professional students creating family planning virtual patient cases
title_short Measuring interprofessional competencies and attitudes among health professional students creating family planning virtual patient cases
title_sort measuring interprofessional competencies and attitudes among health professional students creating family planning virtual patient cases
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5069921/
https://www.ncbi.nlm.nih.gov/pubmed/27756294
http://dx.doi.org/10.1186/s12909-016-0797-8
work_keys_str_mv AT wongeric measuringinterprofessionalcompetenciesandattitudesamonghealthprofessionalstudentscreatingfamilyplanningvirtualpatientcases
AT lesliejasminej measuringinterprofessionalcompetenciesandattitudesamonghealthprofessionalstudentscreatingfamilyplanningvirtualpatientcases
AT soonjuditha measuringinterprofessionalcompetenciesandattitudesamonghealthprofessionalstudentscreatingfamilyplanningvirtualpatientcases
AT normanwendyv measuringinterprofessionalcompetenciesandattitudesamonghealthprofessionalstudentscreatingfamilyplanningvirtualpatientcases