Differences in Pre-licensure Interprofessional Learning: Classroom Versus Practice Settings

Authors

  • Judy E. Anderson University of Manitoba. All authors contributed intellectually to the research collaboration, the study design, preceptoring practice-site immersion, and to reviewing the manuscript. JEA was the principal investigator and wrote the original application
  • Christine Ateah University of Manitoba Faculty of Nursing. All authors contributed intellectually to the research collaboration, the study design, preceptoring practice-site immersion, and to reviewing the manuscript. JEA was the principal investigator and wrote the o
  • Pamela Wener University of Manitoba Department of Occupational Therapy. All authors contributed intellectually to the research collaboration, the study design, preceptoring practice-site immersion, and to reviewing the manuscript. JEA was the principal investigator
  • Wanda Snow University of Manitoba Department of Psychology. All authors contributed intellectually to the research collaboration, the study design, preceptoring practice-site immersion, and to reviewing the manuscript. JEA was the principal investigator and wrote
  • Colleen Metge Winnipeg Regional Health Authority and University of Manitoba. All authors contributed intellectually to the research collaboration, the study design, preceptoring practice-site immersion, and to reviewing the manuscript. JEA was the principal investig
  • Laura MacDonald University of Manitoba School of Dental Hygiene. All authors contributed intellectually to the research collaboration, the study design, preceptoring practice-site immersion, and to reviewing the manuscript. JEA was the principal investigator and wrote
  • Moni Fricke University of Manitoba Department of Physical Therapy. All authors contributed intellectually to the research collaboration, the study design, preceptoring practice-site immersion, and to reviewing the manuscript. JEA was the principal investigator and
  • Sora Ludwig University of Manitoba Department of Internal Medicine. All authors contributed intellectually to the research collaboration, the study design, preceptoring practice-site immersion, and to reviewing the manuscript. JEA was the principal investigator an
  • Penny Davis Retired from University of Manitoba Faculty of Nursing. All authors contributed intellectually to the research collaboration, the study design, preceptoring practice-site immersion, and to reviewing the manuscript. JEA was the principal investigator an

DOI:

https://doi.org/10.22230/jripe.2011v2n1a54

Keywords:

Attitudes, Practice-site immersion, Collaboration, Longitudinal study, Pre-licensure

Abstract

Abstract

Background: Health Canada and Cochrane reviews indicate a need for rigorous outcome testing following interprofessional learning, particularly in practice settings. This led to research questioning whether knowledge, attitudes, perceptions, values, and skills regarding collaborative patient care improve after interprofessional learning in classroom and practice settings based on the degree of exposure to interprofessional learning compared to a control group.


Methods and Findings: Pre-licensure students from seven health-profession programs were assigned to three groups: Control (no intervention), Education (classroom-based interprofessional learning), and Full-Participant (classroom-based and practice-based interprofessional learning). They were later surveyed to assess outcomes. Immersion at an interprofessional practice setting had a greater impact on scores than classroom-based interprofessional education. Both interventions significantly improved attitudes, perceptions, knowledge, and skills related to interprofessional collaboration. Only immersion improved the perceived importance of sharing leadership. Changes after the education intervention persisted at five-month follow-up.


Conclusions: Interprofessional learning in classroom and practice settings positively impacted participants' knowledge, attitudes, perceptions and values, and skills regarding interprofessional teamwork. Use of a longitudinal study with a control group provided evidence that pre-licensure interprofessional learning would increase awareness of the need to collaborate. Findings encourage longerterm study of how interprofessional learning in various settings could improve how future practitioners approach patient care.

Author Biography

Judy E. Anderson, University of Manitoba. All authors contributed intellectually to the research collaboration, the study design, preceptoring practice-site immersion, and to reviewing the manuscript. JEA was the principal investigator and wrote the original application

Dr. Anderson (PhD 1985) is Professor and Head of Biological Sciences and previously Associate Dean (Academic) and professor in the Department of Human Anatomy in the Faculty of Medicine at University of Manitoba. She was principal investigator on the Manitoba Initiative: Interprofessional Education for Collaborative Patient-Centred Practice (2006-2008) funded by Health Canada, and also conducts research on muscular dystrophy and muscle regeneration.

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Published

2011-07-26

Issue

Vol. 2 No. 1 (2011)

Section

Articles: Empirical Research

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