Objective:This investigation evaluated if exposure to interdisciplinary education improves student readiness for interprofessional learning,fundamental to healthcare team development.Methods:A pre-test post-test desig...Objective:This investigation evaluated if exposure to interdisciplinary education improves student readiness for interprofessional learning,fundamental to healthcare team development.Methods:A pre-test post-test design was used to evaluate 308 students from dental medicine,dietetics,medicine,nursing,pharmacy and physical therapy.The Readiness for Interprofessional Learning Scale(RIPLS)was used to evaluate student responsiveness to interprofessional education.Results:Nursing RIPLS mean post-test score was higher compared to the pre-test score(p=0.020).Pharmacy students had higher RIPLS mean pre-test score compared to medical(p=0.010)and nursing students(p=0.018).RIPLS mean pre-test score was higher for dietetics than medical students(p=0.022).Conclusions/Implications:Interdisciplinary learning enhances readiness for interprofessional learning with nursing students.Pharmacy and dietetics students demonstrated a higher level of readiness for interdisciplinary learning compared to other disciplines.Identification of factors influencing readiness for interprofessional learning are key to developing learning strategies targeted to improve teamwork,quality of care and patient outcomes.展开更多
This investigation evaluated if individual student attributes have a predictive impact on readiness for interprofessional education(IPE).An exploratory analysis was conducted with 311 students from dental medicine,die...This investigation evaluated if individual student attributes have a predictive impact on readiness for interprofessional education(IPE).An exploratory analysis was conducted with 311 students from dental medicine,dietetics,medicine,nursing,pharmacy and physical therapy.Discipline,gender,age,academic standing,amount of clinical exposure in academic program and number of years worked in a patient care setting were evaluated as predictors of readiness for IPE using the Readiness for Interprofessional Learning Scale(RIPLS).Medical students had significantly lower RIPLS scores compared to pharmacy(p=0.010)and dietetics students(p=0.022).Male gender(p=0.005)was a single independent predictor of IPE readiness.A higher number of years of practice had a significant interaction predictive of readiness for IPE(p=0.028).Identification of factors influencing readiness for IPE are key to developing teaching and learning strategies targeted to improve teamwork,quality of care and patient outcomes.In this investigation,men with more years of practice was highly predictive of a lower RIPLS score.Based upon our findings,educational planning targeting male medical students with a higher number of years of practice would be a reasonable evidence-based step toward improving the value of IPE programs and curricula.Further work is necessary in developing focus groups,simulation and case-based exercises to influence attitudes and readiness for IPE.展开更多
基金Funding in support of this project was provided from the University of Connecticut School of Nursing.
文摘Objective:This investigation evaluated if exposure to interdisciplinary education improves student readiness for interprofessional learning,fundamental to healthcare team development.Methods:A pre-test post-test design was used to evaluate 308 students from dental medicine,dietetics,medicine,nursing,pharmacy and physical therapy.The Readiness for Interprofessional Learning Scale(RIPLS)was used to evaluate student responsiveness to interprofessional education.Results:Nursing RIPLS mean post-test score was higher compared to the pre-test score(p=0.020).Pharmacy students had higher RIPLS mean pre-test score compared to medical(p=0.010)and nursing students(p=0.018).RIPLS mean pre-test score was higher for dietetics than medical students(p=0.022).Conclusions/Implications:Interdisciplinary learning enhances readiness for interprofessional learning with nursing students.Pharmacy and dietetics students demonstrated a higher level of readiness for interdisciplinary learning compared to other disciplines.Identification of factors influencing readiness for interprofessional learning are key to developing learning strategies targeted to improve teamwork,quality of care and patient outcomes.
基金support of this project was provided from the University of Connecticut School of Nursing.
文摘This investigation evaluated if individual student attributes have a predictive impact on readiness for interprofessional education(IPE).An exploratory analysis was conducted with 311 students from dental medicine,dietetics,medicine,nursing,pharmacy and physical therapy.Discipline,gender,age,academic standing,amount of clinical exposure in academic program and number of years worked in a patient care setting were evaluated as predictors of readiness for IPE using the Readiness for Interprofessional Learning Scale(RIPLS).Medical students had significantly lower RIPLS scores compared to pharmacy(p=0.010)and dietetics students(p=0.022).Male gender(p=0.005)was a single independent predictor of IPE readiness.A higher number of years of practice had a significant interaction predictive of readiness for IPE(p=0.028).Identification of factors influencing readiness for IPE are key to developing teaching and learning strategies targeted to improve teamwork,quality of care and patient outcomes.In this investigation,men with more years of practice was highly predictive of a lower RIPLS score.Based upon our findings,educational planning targeting male medical students with a higher number of years of practice would be a reasonable evidence-based step toward improving the value of IPE programs and curricula.Further work is necessary in developing focus groups,simulation and case-based exercises to influence attitudes and readiness for IPE.
