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Developing an Asynchronous IPE Event Using Interprofessional Professionalism Collaborative Videos
Matthew Henry, PhD
Des Moines University
- Describe an approach to offering an asynchronous IPE event.
- Recognize the how videos from the Interprofessional Professionalism Collaborative can be used to support IPE at a health professional institution.
- Compare the learning outcome results between health professional programs.
Significance: Offering a meaningful Interprofessional Education (IPE) event can be challenged by the number of represented professions and capacity of facilities. Hybrid instructional design approaches hold promise in addressing such challenges, but research in IPE settings remains limited. Proof-of-concept experiences are needed to explore new ways of delivering meaningful learning experiences and competency assessments.
Project Aim: The aim of this project was to develop and implement an IPE event that focused on the observation and practice of competencies while using a flexible, asynchronous format that allowed for exposure to a broad set of health professionals in a video offered by the Interprofessional Professionalism Collaborative (IPC). This video provided the foundation to allow participants to observe communication and collaborative skills among health professionals and practice these skills while working within a team.
Method: The IPE activity was a required component of a medical pharmacology course for osteopathic (DO), physician assistant (PA), and podiatric (DPM) students. The use of video-based healthcare scenarios from the IPC allowed students to observe, identify, and practice interprofessional skills. Achievement of the competencies was facilitated through the observation of a video that illustrated exemplary and substandard reenactments of interprofessional interactions while also identifying and applying these principles to a group assignment. Briefly, 313 students were divided into interprofessional teams of six to seven students. Each group met as a team and “followed” an assigned healthcare provider (nurse, pharmacist, physician, and psychologist) during the video enactment. The team discussed their observations and were required to reach consensus on a set of questions they answered and submitted related to communication, respect, and ethical behavior they observed in the video. Each student completed a self-assessment of their competency in applying IP principles and communication skills during their work activity. The assessment tool required students to respond to a series of statements regarding communication and interprofessional interactions using 5-point scales coded 1-poor to 5-excellant. Additionally, student narrative responses regarding their perception of the activity were collected.
Results: The video for the IPE activity allowed for the expansion of the number of professions represented during the event. Between the student participants and the roles portrayed in the video, there were a total of six different professions represented during the experience. All students reported improvement in knowledge of IP roles and responsibilities, respect for team member perspectives and personal communication skill development. Interestingly, students training as Physician Assistants self-rated themselves lowest prior to the event, then demonstrated the greatest gains following completion of the activity. Approximately 55% of the students noted an improvement in their collaboration skills following completion of the activity.
Conclusion: Offering video-based IPE experiences that increase flexibility for student participation can offer meaningful opportunities to engage in interprofessional activities. This format offers a method to broaden student exposure to different professions while also giving them the opportunity to work together in teams. This approach offers institutions the ability to expand their IPE offerings to students while also reducing challenges of hosting live synchronous events that may strain facility resources.