Kodweis Karl R, Hall Elizabeth A, Renfro Chelsea P, Thomas-Gosain Neena, Lennon-Dearing Robin, Walker Jonathon K, Kiles Tyler M
Department of Clinical Pharmacy and Translational Science, College of Pharmacy, The University of Tennessee Health Science Center, Memphis, TN 38163, USA.
Vanderbilt Specialty Pharmacy Health Outcomes and Research Program, Vanderbilt University Medical Center, Nashville, TN 37232, USA.
Pharmacy (Basel). 2022 Nov 23;10(6):157. doi: 10.3390/pharmacy10060157.
Interprofessional education (IPE) activities provide students insight into healthcare teams, shared decision-making, and social determinants of health (SDOH). Virtual IPE activities with large student populations or across multicampus have not been evaluated. The study aimed to explore the interprofessional competency growth in students, across several disciplines, following participation in a large-scale, virtual IPE activity. Students from pharmacy, medicine, social work, and physician assistant programs across Tennessee participated in an IPE patient case and SDOH in fall 2020 and fall 2021. Pre- and postsurveys included Likert ranking of 16 statements based on the 2011 Interprofessional Education Collaborative (IPEC) framework. A total of 607 students completed surveys (overall response rate, 76%). Wilcoxon signed-rank tests were performed on the pre-/postsurvey data, in aggregate and by discipline. Significant increases in all IPEC competency statements were seen, both in aggregate (100% of statements with p < 0.001) and in pharmacy (100% of statements with p < 0.001) and medicine subgroups (94% of statements with p < 0.001). Implementing large virtual IPE activities involving a complex patient case and SDOH significantly increased student IPEC competency outcomes for participating students, whether in aggregate or on a discipline-specific basis.
跨专业教育（IPE）活动能让学生深入了解医疗团队、共同决策以及健康的社会决定因素（SDOH）。针对有大量学生参与或跨校区开展的虚拟IPE活动，尚未进行评估。本研究旨在探讨多个学科的学生在参与大规模虚拟IPE活动后，其跨专业能力的增长情况。田纳西州各地药学、医学、社会工作和医师助理专业的学生在2020年秋季和2021年秋季参与了一次IPE患者案例及SDOH活动。前后调查包括根据2011年跨专业教育协作组织（IPEC）框架对16条陈述进行李克特量表评分。共有607名学生完成了调查（总体回复率为76%）。对前后调查数据进行了威尔科克森符号秩检验，整体及按学科分别进行。结果显示，所有IPEC能力陈述均有显著提高，整体上（100%的陈述p < 0.001）、药学专业（100%的陈述p < 0.001）和医学专业亚组（94%的陈述p < 0.001）皆是如此。开展涉及复杂患者案例及SDOH的大型虚拟IPE活动，显著提高了参与学生的IPEC能力成果，无论是整体还是按学科来看。
