Evaluation of an Interprofessional Care Conference Simulation for 1st Year Professional Students in the Achievement of IPEC Core Competencies

Tuesday, August 20, 2019, 9:45 am - 11:15 am
Hyatt Northstar Ballroom
Theme: Quality Interprofessional Education and Accreditation

Interprofessional education (IPE) is often introduced early in the didactic curriculum for healthcare students, allowing for participation in their first professional year in these skills. However, understanding which Interprofessional Education Collaborative (IPEC) Core Competencies that are best addressed early on in the curriculum is unclear. A patient care conference through a paper case, which focuses on patient safety with students from nursing, pharmacy, physical therapy, and occupational therapy in small group, interprofessional (IP) teams, was created and evaluated to better understand which of the IPEC competencies were obtained by students.

This study uses both quantitative and qualitative data to evaluate the effectiveness of the IP event and achievement of IPEC Core Competencies. IRB approved a mixed methods, cohort study of healthcare students’ participation of an IP activity, using case-based paper cases and video on medical errors, and a case conference where students complete the Chiba Interprofessional Competency Scale (CISC29) prior to and after the event. The CICS29 is a validated tool created to measure competencies in IP collaborative practice and behaviors related to teamwork.

Students also complete reflective questions after the IPE event. Results reveal a robust response rate of 88%, yet no statistical difference between the pre and post completion of the CISC29. However, qualitative comments reveal value of the IP event.

Preliminary qualitative analysis, demonstrates primary themes of increased value in communication and roles of each profession, when preparing for future collaborative practice. Early introduction of IP team work using paper cases to simulate case conferencing exposing healthcare students in their first professional year, does not appear to quantitatively change the CISC29 score, but does benefit the student to value the roles of other professionals and communication.

Starting the conversation with other healthcare professionals early in the didactic curriculum, may have value in initiating obtainment toward the IPEC competencies of roles and responsibilities and communication. Increasing specificity of IPEC competency obtainment during IP events, could improve the quality of IPE and assist academic faculty in accreditation reviews.