An exploratory, cross-sectional and multi-institutional study using three instruments to examine student perceptions of interprofessional education

• Published in: Journal of interprofessional care Vol. 36; no. 2; pp. 268 - 275
• Main Authors: Patel Gunaldo, Tina, Lockeman, Kelly, Pardue, Karen, Breitbach, Anthony, Eliot, Kathrin, Goumas, Amanda, Kettenbach, Ginge, Lanning, Sharon, Mills, Bernice
• Format: Journal Article
• Language: English
• Published: England Taylor & Francis 04.03.2022
• Subjects: Cross-Sectional Studies; Curriculum; early learners; Humans; Interprofessional Education; Interprofessional Relations; longitudinal; multi-institutional; perceptions; Students; Interprofessional education; early learners; multi-institutional; perceptions; longitudinal
• ISSN: 1356-1820; 1469-9567
• DOI: 10.1080/13561820.2021.1892614

Interprofessional education (IPE) research needs to expand beyond single site, single event inquiry. Multi-institutional studies increase methodologic rigor and generalizability, advancing the pedagogical science of IPE. Four U.S. institutions used three different validated measures to examine early learner interprofessional outcomes. The three assessment tools included the Communication and Teamwork subscale of the University of West England Entry Level Interprofessional Questionnaire (UWE-ELIQ), the Self-Assessed Collaboration Skills (SACS), and the Interprofessional Teamwork and Team-based Practice factor of the Student Perceptions of Interprofessional Clinical Education-Revised, version 2 (SPICE-R2). Across the four institutions, 659 eligible participants, representing 19 programs completed the pre-survey, and 385 completed the post-survey. The UWE-ELIQ showed a statistically significant difference between the pre- and post-survey overall, but the effect size was small. One institution demonstrated a positive change in scores on the UWE-ELIQ with a small effect size, while the other institutions saw no significant change. Two institutions observed lower post-survey scores on the SPICE-R2. Cumulative results from the study indicated no statistically significant change from pre- to post- in total SACS or SPICE-R2 scores. Additional multi-site longitudinal research is needed to investigate use of validated instruments, as well as the impact of curricula and learning environment on educational outcomes.