Application of validated instruments to assess university-wide interprofessional service-learning experiences

Kathleen A. Packard, Ann Ryan-Haddad, Michael S. Monaghan, Joy Doll, Yongyue Qi

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

Background and purpose Accreditation requirements are now mandating more interprofessional experiences for health sciences students. This mixed-methods study utilized the Team Skills Scale (TSS), the Student Perceptions of Interprofessional Clinical Education-Revised (SPICE-R) instrument, and reflection questions to assess university-wide interprofessional service-learning experiences. Method Survey data from the TSS and SPICE-R were compiled from 16 interprofessional education (IPE) service-learning activities involving 666 students from spring 2012-spring 2015. Multiple regression analysis applying generalized estimating equations (GEEs) was performed to assess for relationships between pre and post score change and IPE variables including year in curriculum, type of IPE event (one-time versus longitudinal), and prior IPE experience. Reflection data were also captured and analyzed for themes. Results Significant improvements in scores after the IPE activities were detected for both instruments used. Significant improvements were observed at all curriculum stages only with the TSS and not the SPICE-R. Scores were greater and improved more for a longitudinal IPE course versus a one-time event with the SPICE-R, but not the TSS. Both instruments showed similar patterns of improvements regardless of prior IPE experience. Reflection data aligned well with the Core Competencies for Interprofessional Collaborative Practice. Conclusion These results suggest utility for both the TSS and SPICE-R in conjunction with reflection questions, mirroring the 2015 Institute of Medicine (IOM) guidance (Institute of Medicine of the National Academies). The SPICE-R may be more appropriate for longitudinal IPE experiences while the TSS may have broader applicability. These results provide insight for institutions strategizing for IPE assessment to meet accreditation standards.

Original languageEnglish (US)
Pages (from-to)69-75
Number of pages7
JournalJournal of Interprofessional Education and Practice
Volume4
DOIs
StatePublished - Sep 1 2016

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university
learning
education
experience
student
accreditation
medicine
curriculum
event
health science
academy
regression analysis

All Science Journal Classification (ASJC) codes

  • Education

Cite this

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title = "Application of validated instruments to assess university-wide interprofessional service-learning experiences",
abstract = "Background and purpose Accreditation requirements are now mandating more interprofessional experiences for health sciences students. This mixed-methods study utilized the Team Skills Scale (TSS), the Student Perceptions of Interprofessional Clinical Education-Revised (SPICE-R) instrument, and reflection questions to assess university-wide interprofessional service-learning experiences. Method Survey data from the TSS and SPICE-R were compiled from 16 interprofessional education (IPE) service-learning activities involving 666 students from spring 2012-spring 2015. Multiple regression analysis applying generalized estimating equations (GEEs) was performed to assess for relationships between pre and post score change and IPE variables including year in curriculum, type of IPE event (one-time versus longitudinal), and prior IPE experience. Reflection data were also captured and analyzed for themes. Results Significant improvements in scores after the IPE activities were detected for both instruments used. Significant improvements were observed at all curriculum stages only with the TSS and not the SPICE-R. Scores were greater and improved more for a longitudinal IPE course versus a one-time event with the SPICE-R, but not the TSS. Both instruments showed similar patterns of improvements regardless of prior IPE experience. Reflection data aligned well with the Core Competencies for Interprofessional Collaborative Practice. Conclusion These results suggest utility for both the TSS and SPICE-R in conjunction with reflection questions, mirroring the 2015 Institute of Medicine (IOM) guidance (Institute of Medicine of the National Academies). The SPICE-R may be more appropriate for longitudinal IPE experiences while the TSS may have broader applicability. These results provide insight for institutions strategizing for IPE assessment to meet accreditation standards.",
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AU - Ryan-Haddad, Ann

AU - Monaghan, Michael S.

AU - Doll, Joy

AU - Qi, Yongyue

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N2 - Background and purpose Accreditation requirements are now mandating more interprofessional experiences for health sciences students. This mixed-methods study utilized the Team Skills Scale (TSS), the Student Perceptions of Interprofessional Clinical Education-Revised (SPICE-R) instrument, and reflection questions to assess university-wide interprofessional service-learning experiences. Method Survey data from the TSS and SPICE-R were compiled from 16 interprofessional education (IPE) service-learning activities involving 666 students from spring 2012-spring 2015. Multiple regression analysis applying generalized estimating equations (GEEs) was performed to assess for relationships between pre and post score change and IPE variables including year in curriculum, type of IPE event (one-time versus longitudinal), and prior IPE experience. Reflection data were also captured and analyzed for themes. Results Significant improvements in scores after the IPE activities were detected for both instruments used. Significant improvements were observed at all curriculum stages only with the TSS and not the SPICE-R. Scores were greater and improved more for a longitudinal IPE course versus a one-time event with the SPICE-R, but not the TSS. Both instruments showed similar patterns of improvements regardless of prior IPE experience. Reflection data aligned well with the Core Competencies for Interprofessional Collaborative Practice. Conclusion These results suggest utility for both the TSS and SPICE-R in conjunction with reflection questions, mirroring the 2015 Institute of Medicine (IOM) guidance (Institute of Medicine of the National Academies). The SPICE-R may be more appropriate for longitudinal IPE experiences while the TSS may have broader applicability. These results provide insight for institutions strategizing for IPE assessment to meet accreditation standards.

AB - Background and purpose Accreditation requirements are now mandating more interprofessional experiences for health sciences students. This mixed-methods study utilized the Team Skills Scale (TSS), the Student Perceptions of Interprofessional Clinical Education-Revised (SPICE-R) instrument, and reflection questions to assess university-wide interprofessional service-learning experiences. Method Survey data from the TSS and SPICE-R were compiled from 16 interprofessional education (IPE) service-learning activities involving 666 students from spring 2012-spring 2015. Multiple regression analysis applying generalized estimating equations (GEEs) was performed to assess for relationships between pre and post score change and IPE variables including year in curriculum, type of IPE event (one-time versus longitudinal), and prior IPE experience. Reflection data were also captured and analyzed for themes. Results Significant improvements in scores after the IPE activities were detected for both instruments used. Significant improvements were observed at all curriculum stages only with the TSS and not the SPICE-R. Scores were greater and improved more for a longitudinal IPE course versus a one-time event with the SPICE-R, but not the TSS. Both instruments showed similar patterns of improvements regardless of prior IPE experience. Reflection data aligned well with the Core Competencies for Interprofessional Collaborative Practice. Conclusion These results suggest utility for both the TSS and SPICE-R in conjunction with reflection questions, mirroring the 2015 Institute of Medicine (IOM) guidance (Institute of Medicine of the National Academies). The SPICE-R may be more appropriate for longitudinal IPE experiences while the TSS may have broader applicability. These results provide insight for institutions strategizing for IPE assessment to meet accreditation standards.

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