Three scales were administered to measure attitudes of graduate students in health professions prior to their participation in an interprofessional education (IPE) pilot program. Overall, results indicated that students’ attitudes toward IPE were generally positive, but there is room for improvement. Additionally, medical students’ attitudes differed from the other disciplines

Baker, Katie

Foreman, Rabia

Harris, Lacey

McGuire, Kathryn

Proctor-Williams, Kerry

English

East Tennessee State University

East Tennessee State UniversityDigital Commons @ East Tennessee State UniversityETSU Faculty Works Faculty Works11-20-2014Students’ Attitudes and Perceptions towardInterprofessional EducationRabia ForemanEast Tennessee State UniversityLacey HarrisEast Tennessee State UniversityKathryn McGuireEast Tennessee State UniversityKerry Proctor-WilliamsEast Tennessee State University, williamk@etsu.eduKatie BakerEast Tennessee State UniversityFollow this and additional works at: https://dc.etsu.edu/etsu-worksPart of the Speech and Hearing Science Commons, and the Speech Pathology and AudiologyCommonsThis Presentation is brought to you for free and open access by the Faculty Works at Digital Commons @ East Tennessee State University. It has beenaccepted for inclusion in ETSU Faculty Works by an authorized administrator of Digital Commons @ East Tennessee State University. For moreinformation, please contact digilib@etsu.edu.Citation InformationForeman, Rabia; Harris, Lacey; McGuire, Kathryn; Proctor-Williams, Kerry; and Baker, Katie. 2014. Students’ Attitudes andPerceptions toward Interprofessional Education. Poster Presentation. American Speech-Language-Hearing Association Convention,Orlando, FL. http://submissions.mirasmart.com/ASHA2014/Itinerary/ItinerarySubmissionDetail.aspx?sbmID=930Students’ Attitudes and Perceptions toward Interprofessional EducationCopyright StatementThis document is the intellectual property of the author(s). It was originally published by the American Speech-Language-Hearing Association Annual Convention.This presentation is available at Digital Commons @ East Tennessee State University: https://dc.etsu.edu/etsu-works/1830Students’ Attitudes and Perceptions Toward Interprofessional Education  Rabia Foreman, B.S.1, Lacey Harris, B.S.1, Katie McGuire, B.S.1, Kerry Proctor-Williams, PhD¹, and Katie Baker, PhD2 ¹ Dept. of Audiology & Speech-Language Pathology, College of Clinical & Rehabilitative Health Sciences,  ² Dept. of Community & Behavioral Health, College of Public Health  Motivation: Initiation of a pilot project for a graduation requirement in Interprofessional Education (IPE) for all graduate students in the Health Sciences Division and the Psychology department at ETSU. Purpose: To evaluate the attitudes of graduate students at ETSU prior to participation in the IPE program. Experimental  questions: What are Health Sciences and Psychology graduate students’ attitudes and beliefs before participating in an IPE program? Do attitudes and beliefs differ by college/profession?    According to the World Health Organization (2010),  “Interprofessional education occurs when students from two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes.”   IPE strives to create holistic health care, improve trust and communication amongst professionals, and change attitudes and perceptions that individuals may have towards other disciplines (Lumague et al., 2006).  Student attitudes and perceptions before IPE may differ from their attitudes and perceptions following participa-tion in an IPE program.  Student attitudes and perceptions toward IPE may also differ amongst various health care disciplines. Materials:  Three surveys were administered to measure students’ attitudes and beliefs about IPE.   All three instruments have research supporting validity and reliability.  Attitudes Toward Health Care Teams Scale (ATHCTS; Heinemann et al., 1999; Hyer  et al., 2000).  21 questions on a 1-5 point scale: 1 = strongly disagree to 5 = strongly agree   Factors included:  1. Quality of Care: Measures team members’ perceptions on the quality of care delivered by health care teams. 2. Costs of Team Care: Measures the efficiency, importance, and value of teams related to cost.  3. Physician Centrality: Measures team members’ attitudes toward physicians’ authority in teams and their  control over information about patients.  The Interdisciplinary Education Perception Scale (IEPS; McFadyen et al., 2007; Luecht et al., 1990)   18 questions on a 1-6 point scale: 1 = strongly disagree to 6 = strongly agree  Constructs included:   1. Perception of Competency and Autonomy: Measures how highly one respects his or her own profession in the sense that their profession is well educated and contributes significantly to the health care field.  2. Perceived Need for Cooperation: Reflects perceptions of the need to work together with other professions. 3. Perception of Actual Cooperation: Measures students’ perceptions of their profession’s respect and ability to work with others in the health care field.  Readiness for Interprofessional Learning Scale (RIPLS; Parsell & Bligh, 1999; McFayden et al., 2005)   19 questions on a 1-5 point scale, with 1 being strongly disagree and 5 being strongly agree.   Factors included: 1. Team-work and Collaboration: measures attitudes toward team working skills and the need for positive relationships between various professionals. 2. Professional Identity: measures positive and negative aspects of professional identity. 3. Roles and Responsibilities: measures perceptions of roles in professional practice and the role of academic training in supporting these divisions.  Procedure:     Students from each program of study were randomly selected to participate in the IPE pilot program.  Surveys were distributed and collected during the IPE prologue meeting.   Surveys included informed consent, purpose of the study, and procedures of the study.   Data Analysis:    Data collected from the surveys was entered into an SPSS spreadsheet.   Demographic information was separated and categorized according to questions.    Two-tailed t-tests for equal or unequal sample sizes were used to test for group differences.    Participants Methods Motivation and Purpose Results: IEPS Introduction  *The mean rating of Physician Centrality (i.e., shared leadership) was significantly lower than the mean ratings of Quality of Care (i.e., team value) (t=-14.58, df = 102, p < .001) and Costs of Team Care (i.e, team efficiency) (t=-11.60, df = 102, p < .001).   ^Students from the College of Medicine (N=19) rated the Costs of Team Care (3.53 vs. 3.91; t=2.93, df = 101, p < .01) and Physician Centrality (2.63 vs. 3.16; t=3.19, df = 101, p < .01). significantly lower than students from other professions (N=84).  *The mean rating of the Perceived Need for Cooperation was significantly higher than the mean ratings of Competency and Autonomy (t=-2.51, df = 102, p = .014) and Perception of Actual Cooperation (t=-5.39, df = 102, p < .001).  Students from the College of Medicine (N=19) rated Perception of Actual Cooperation significantly lower (4.32 vs. 4.95; t=3.11, df = 101, p < .01) than students from professions (N=84) of the Academic Health Sciences . Age Range Number of  Participants 20-25 67 26-30 22 31-35 3 36-40 3 41-45 3 46-50 1 51-55 1 No Response 3 Years of Study Number of  Participants 1 42 2 49 3 1 No Response 11 Gender Number of Participants Male 31 Female 71 No Response 1  Overall, students:   Agreed that interprofessional collaboration improves quality of patient care and that costs of collaboration are reasonable.   Recognize the need for cooperation among their own and other disciplines.   Value teamwork and collaboration and professional identify higher than individual roles and responsibilities.   On each scale, students from the College of Medicine rated at least one construct differently:  They felt that physicians actually play a less significant central role in health care teams, while students from other disciplines felt that physicians play a more significant central role.   They felt less strongly about the need for cooperation than other disciplines.  They felt more strongly about the importance of roles and responsibilities than other disciplines.   Providing collaboration and learning opportunities in IPE may benefit students in the future.  Implementation of the IPE program should result in increased positive attitudes toward  and consensus about collaboration to provide a more holistic quality of care for patients.  Further research will be completed to provide pretest and posttest data measuring the change in student attitudes following implementation of the IPE program. Results: ATHCTS Response Rate: 103 graduate students completed the surveys and provided their demographic information.   Residency:  50.5% urban  35.9% small town 12.6% rural  1% no response  Race/Ethnicity:  87.4% White 4.9% Asian 2.9% Black 2.9% Other   1% Hispanic 1% No Response  Socio-Economic Status Background:  48.5% upper middle  32% lower middle 14.6% working class 1.9% poor 2.9% no response Discussion 26.2%18.4%10.7%29.1%6.8%8.7%Participants by CollegeCollege of Clinical andRehabilitative HealthSciencesCollege of MedicineCollege of NursingCollege of PharmacyCollege of Public HealthDepartment of PsychologyConstruct/Factor Mean Rating Standard Deviation Range Team Value/ Quality of Care 4.04 0.49 2.27 to 5.0 Team Efficiency/ Costs of team care 3.84^ 0.53 2.2 to 5.0 Shared Leadership/ Physician Centrality 3.06*^ 0.68 0.8 to 4.6 Construct/Factor Mean Rating Standard Deviation Range Competency and Autonomy 5.12 0.65 3.2 to 6.0 Perceived Need for Cooperation 5.28* 0.67 3.5 to 6.0 Perception of Actual Cooperation 4.84^ 0.84 2.2 to 6.0 Results: RIPLS Construct/Factor Mean Rating Standard Deviation Range Teamwork and Collaboration 4.41 0.51 1.56 to 5.0 Negative Professional Identity 4.38 0.72 1.0 to 5.0 Positive Professional Identity 4.26 0.62 1.0 to 5.0 Roles and Responsibilities 2.19*^ 0.93 1.0 to 3.67  *The mean rating of Roles and Responsibilities was significantly lower (all t-values > 30.8, all p-values < .001) than the mean ratings of all other constructs.   ^Students from the College of Medicine (n=19) rated Roles and Responsibilities significantly higher (2.74 vs. 2.07; t=-4.54, df = 101, p < .001) than students from the other professions  (N=84)  References Heinemann, G. D., Schmitt, M. H., Farrell, M. P., & Brallier, S. A. (1999). Development of an attitudes toward health care teams scale. Evaluation & the Health Professions, 22(1), 123- 42. Hyer, K., Fairchild, S., Abraham, I., Mezey, M., & Fulmer, T. (2000). Measuring attitudes related to interdisciplinary training: revisiting the Heinemann, Schmitt and Farrell attitudes toward health care teams’ scale. Journal of Interprofessional Care,14(3), 249-258.  Luecht, R. M., Madsen, M.K., Taugher, M.P.,  & Petterson, B.J., (1990). Assessing professional perceptions: Design and validation of an interdisciplinary education perception scale. Journal of Allied Health, 19(2), 181-191.  Lumague, M., Morgan, A., Mak, D., Hanna, M., Kwong, J., Cameron, C., Zener, D. & Sinclair, L. (2006). Interprofessional education: The student perspective. Journal of Interprofessional Care, 20(3), 246-253. McFadyen, A.K., Maclaren, W. M., & Webster, V. S. (2007). The interprofessional education perception scale (IEPS): An  alternative remodeled sub-scale structure and its reliability. Journal of Interprofessional Care, 21(4), 4333-443. McFadyen, A.K., Webster, V., Strachan, K., Figgins, E., Brown, H., & McKechnie, J. (2005). Readiness for interprofessional learning scales: A possible more sta-ble sub-scale model for the original version of RIPLS. Journal of Interporfessional Care, 19(6), 595-603. Musick, J., Forrester, A., Green, L., Jones, R., Proctor-Williams, K., & Baker, K. (2013, November). Faculty attitudes and perceptions toward interprofessional edu-cation.  Poster presented at the American Speech Language Hearing  Association Conference, Chicago, IL. Parsell, G., & Bligh, J. (1999). The development of a questionnaire to assess the readiness of healthcare students for interprofessional learning (RIPLS).  Medical Education, 33, 95-100. World Health Organization (2010). Framework for action on interprofessional education and collaborative practice. Geneva: World Health Organization  

Students’ Attitudes and Perceptions toward Interprofessional Education

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Students’ Attitudes and Perceptions toward Interprofessional Education

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