TY - JOUR
T1 - A longitudinal study of health professional students′ attitudes towards interprofessional education at an American university
AU - Wong, Risa Liang
AU - Fahs, Deborah Bain
AU - Talwalkar, Jaideep S.
AU - Colson, Eve R.
AU - Desai, Mayur M.
AU - Kayingo, Gerald
AU - Balanda, Matthew
AU - Luczak, Anthony G.
AU - Rosenthal, Marjorie S.
N1 - Publisher Copyright:
© 2016 Taylor & Francis.
PY - 2016/3/3
Y1 - 2016/3/3
N2 - Efforts to improve interprofessional education (IPE) are informed by attitudes of health professional students, yet there are limited US data on student characteristics and experiences associated with positive attitudes towards IPE. A cohort of US medical, nursing, and physician associate students was surveyed in their first and third years, using the Readiness for Interprofessional Learning Scale and Interdisciplinary Education Perception Scale. Information was also collected on demographics and experiences during training. Health professional students differed in their attitudes towards IPE; characteristics associated with having more positive attitudes at both time points included being a nursing student, female, older, and having more previous healthcare experience. Students who participated in interprofessional extracurricular activities (particularly patient-based activities) during training reported more positive attitudes in the third year than those who did not participate in such activities. Based on these findings, schools may consider how student characteristics and participation in interprofessional extracurricular activities can affect attitudes regarding IPE. Building on the positive elements of this interprofessional extracurricular experience, schools may also want to consider service-learning models of IPE where students work together on shared goals.
AB - Efforts to improve interprofessional education (IPE) are informed by attitudes of health professional students, yet there are limited US data on student characteristics and experiences associated with positive attitudes towards IPE. A cohort of US medical, nursing, and physician associate students was surveyed in their first and third years, using the Readiness for Interprofessional Learning Scale and Interdisciplinary Education Perception Scale. Information was also collected on demographics and experiences during training. Health professional students differed in their attitudes towards IPE; characteristics associated with having more positive attitudes at both time points included being a nursing student, female, older, and having more previous healthcare experience. Students who participated in interprofessional extracurricular activities (particularly patient-based activities) during training reported more positive attitudes in the third year than those who did not participate in such activities. Based on these findings, schools may consider how student characteristics and participation in interprofessional extracurricular activities can affect attitudes regarding IPE. Building on the positive elements of this interprofessional extracurricular experience, schools may also want to consider service-learning models of IPE where students work together on shared goals.
KW - Education
KW - interprofessional collaboration
KW - interprofessional education
KW - interprofessional learning
KW - surveys
KW - teamwork
KW - workbased learning
UR - http://www.scopus.com/inward/record.url?scp=84962540165&partnerID=8YFLogxK
U2 - 10.3109/13561820.2015.1121215
DO - 10.3109/13561820.2015.1121215
M3 - Article
C2 - 27026189
AN - SCOPUS:84962540165
SN - 1356-1820
VL - 30
SP - 191
EP - 200
JO - Journal of Interprofessional Care
JF - Journal of Interprofessional Care
IS - 2
ER -