Changing Student Attitudes Toward Interprofessional Learning and Collaboration: Evidence for the Effectiveness of Partnering with Healthcare Mentors in the Academic Setting.

PURPOSE

Individuals living with chronic health conditions serving as healthcare mentors (HCM) allow the creation of high impact, authentic learning experiences. The purpose of this study was to examine the effectiveness of a 6-hour curricular experience involving HCM in changing student attitudes toward interprofessional learning (IPL) and collaboration (IPC).

METHODS

Thirty-eight students from clinical psychology, nursing, physical therapy, and social work programs participated in either the learning intervention (n=19) or the control group (n=19). Students in the IPL group examined the HCMs, who were diagnosed with multiple sclerosis, shared the findings during an interprofessional team meeting, and collaboratively developed consensus-based interprofessional care recommendations. The Interdisciplinary Education Perception Scale, Readiness for Interprofessional Learning Scale, and Attitudes Toward Health Care Teams Scale were completed pre- and post-IPL. In addition, discipline-specific focus groups were also conducted.

RESULTS

The IPL experience resulted in positive changes in student attitudes toward teamwork and collaboration. Teamwork among the students was reportedly characterized by open communication, mutual respect, and the incorporation of ideas from other disciplines.

CONCLUSIONS

Positively changing students' attitudes and skills for IPC prior to licensure is an important first step in providing coordinated interprofessional care to patients/clients living with chronic health conditions.