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 language | English (US) |
|---|---|
| Pages (from-to) | 69-75 |
| Number of pages | 7 |
| Journal | Journal of Interprofessional Education and Practice |
| Volume | 4 |
| DOIs | |
| State | Published - Sep 1 2016 |
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All Science Journal Classification (ASJC) codes
- Education
Cite this
Application of validated instruments to assess university-wide interprofessional service-learning experiences. / Packard, Kathleen A.; Ryan-Haddad, Ann; Monaghan, Michael S.; Doll, Joy; Qi, Yongyue.
In: Journal of Interprofessional Education and Practice, Vol. 4, 01.09.2016, p. 69-75.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Application of validated instruments to assess university-wide interprofessional service-learning experiences
AU - Packard, Kathleen A.
AU - Ryan-Haddad, Ann
AU - Monaghan, Michael S.
AU - Doll, Joy
AU - Qi, Yongyue
PY - 2016/9/1
Y1 - 2016/9/1
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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U2 - 10.1016/j.xjep.2016.06.005
DO - 10.1016/j.xjep.2016.06.005
M3 - Article
VL - 4
SP - 69
EP - 75
JO - Journal of Interprofessional Education and Practice
JF - Journal of Interprofessional Education and Practice
SN - 2405-4526
ER -