It reports on a study finding positive impacts of campus-based IPE.
Elizabeth W. Crampsey, Kira Rodriguez, Shelley Cohen Konrad, Stephanie DeCarvalho,
Kelsey Pelletier, Caroline Jaeger, Dakota Rogers, Kris Hall
Abstract
This mixed-methods exploratory study examined knowledge and skill transfer from campus-based interprofessional education (IPE) to workforce collaborative practice. We were interested in learning whether and how health professions graduates implemented IPE knowledge, values, attitudes, and skills gained during their time at university to their professional practices. The study employed an alumni survey and facilitated focus groups. The survey used quantitative Likert-type rating scales with opportunities for participants to respond to open-ended questions.
Results from the quasi-experimental study show that participants in the intervention group (health professions students who self-selected exposure to intensive IPE programming) rated their IPE skills significantly higher than the control group (health professions students not exposed to the intensive IPE programming). No significant difference was noted between the intervention and control groups in their current team behavior ratings. Qualitative findings from the survey and the focus groups suggested four (4) common themes: 1) interprofessional competencies learned while at university readily transferred to workforce practice; 2) alumni appreciated having learned IPE competencies and skills to prepare for future employment; 3) awareness of others’ diverse perspectives and roles was advantageous to working on teams and with other professions; and 4) IPE aided in alumni’s value for patient-centered approaches. Overall, the study suggests that alumni who participated in immersive IPE activities valued campus-based interprofessional learning and self-reported bringing university-acquired collaborative knowledge and skill into their work environments to the benefit of patients and practice teams.