The aim of this study was to evaluate the influence of targeted team care training in our institution’s interprofessional practice and education (IPE) program on medical and pharmacy students\u27 expression of knowledge and attitudes about team care as measured in a mock interview. Medical and Pharmacy students were recruited to participate in a 20-minute mock interview for an advanced placement position

Burchette, Jessica Epley

Click, Ivy A.

Cross, Leonard Brian

Hess, Richard A.

Polaha, Jodi

Welch, Adam C.

English

East Tennessee State University

East Tennessee State University Digital Commons @ East Tennessee State University ETSU Faculty Works Faculty Works 7-31-2017 Using Mock Interviews to Evaluate an Interprofessional Education (IPE) Curriculum Ivy A. Click East Tennessee State Unversity, click@etsu.edu Jodi Polaha East Tennessee State University, polaha@etsu.edu Leonard Brian Cross East Tennessee State Unversity, crossl@etsu.edu Richard A. Hess East Tennessee State Unversity, hessr@etsu.edu Adam C. Welch East Tennessee State Unversity, welcha1@etsu.edu See next page for additional authors Follow this and additional works at: https://dc.etsu.edu/etsu-works Citation Information Click, Ivy A.; Polaha, Jodi; Cross, Leonard Brian; Hess, Richard A.; Welch, Adam C.; and Burchette, Jessica Epley. 2017. Using Mock Interviews to Evaluate an Interprofessional Education (IPE) Curriculum. Poster Presentation. Nexus Summit: Creating Results - Interprofessional Vision to Action, Minneapolis, MN. https://summit2018.nexusipe.org/sessions/nexus-fair/posters This Presentation is brought to you for free and open access by the Faculty Works at Digital Commons @ East Tennessee State University. It has been accepted for inclusion in ETSU Faculty Works by an authorized administrator of Digital Commons @ East Tennessee State University. For more information, please contact digilib@etsu.edu. Using Mock Interviews to Evaluate an Interprofessional Education (IPE) Curriculum Creator(s) Ivy A. Click, Jodi Polaha, Leonard Brian Cross, Richard A. Hess, Adam C. Welch, and Jessica Epley Burchette This presentation is available at Digital Commons @ East Tennessee State University: https://dc.etsu.edu/etsu-works/6380 Using Mock Interviews to Evaluate an Interprofessional Education (IPE) CurriculumClick I, Polaha J, Cross LB, Hess R, Welch AC, & Burchette J.East Tennessee State UniversityBACKGROUNDTHE INTERVIEWREFERENCESAIM 2• The evaluation of IPE curricula has traditionally focused on self-reported measures of knowledge and attitudes without regard for real-world outcomes. • One review of IPE trends showed 77% measured attitudes and knowledge and 76% were assessed through self-report in surveys.1• Cochrane review recommended researchers move beyond measurement of attitudes and evaluate effectiveness of IPE using sophisticated methods to include curriculum-based approaches that weave in qualitative strands.2• Objective: To evaluate the influence of our IPE program on medical and pharmacy students’ knowledge and values around team care as measured in a mock interview.AIM 1 CONCLUSIONS• To compare IPE and non-IPE students’ knowledge of IPE competencies• Three blinded study staff assessed 16 student transcripts for 11 IPE competencies• IPE students scored higher than non-IPE students on three of four core areas and seven of eleven competencies addressed in the curriculum.• Clinician experts rated IPE students higher in terms of knowledge of team care, values around team care, and values for IPE. • Clinician experts could discriminate which students had IPE from those who had not and ranked IPE students as more hireable. • These data suggest our IPE students will carry a stronger knowledge base around team-based practice as they advance to their clinical years.• This study advances the rigor of evaluation of IPE curricula by targeting behavior (interview content) rather than self-report. • Future research should continue to develop methods to evaluate the connection between classroom-based learning and behavioral outcomes across training and practice.• 20-minute mock interview for an advanced placement position• Students read a mock advertisement of a training opportunity: included reference to “multidisciplinary team” and “team care opportunities”• Actor followed semi-structured script with introduction and three questions:1. What interests you about this position and what skills or training do you bring to us?2. What do you know about team-based care?3. What training have you received in interprofessional or team-based care and how might that make you a stronger candidate for this position?• To compare IPE and non-IPE students’ interview responses as rated by clinicians practicing team-based care.• 12 blinded clinician experts reviewed and rated 4 randomly assigned transcripts (N=48)• Ranked their 4 students in terms of which they would most like to hire as part of their team-based practice Program CurriculumCompetency Medicine Pharm IPE Non-IPEInterprofessional Communication 2.12±0.92 2.19±0.52 2.67±0.19† 1.76±0.69Values and Ethics 2.21±0.73 1.75±0.36 2.29±0.69 1.79±0.51Teams and Teamwork 2.63±0.75 2.19±0.86 3.00±0.80† 2.00±0.49Roles and Responsibilities 2.75±0.91 2.40±0.99 3.45±0.70‡ 2.60±0.93Overall 2.47±0.65 2.15±0.61 2.91±0.49‡ 1.88±0.21Core Competency Ratings**All values expressed as M±SD. †p<.05; ‡p<.01Individual Competency RatingsCompetency DescriptionsC-1 To describe the relevance of team communication to improved patient safety and outcomes. C-2 To demonstrate essential communication competencies around crucial conversations.V-1 To identify one’s own personal and professional values and how these relate to values and ethics in team care. V-2 To discuss health care policy and best practices in the context of values in team care.V-3/4To explain what social determinants of health are, why they are part of ethical patient-centered care, and how to address them as a team.T-1 To discuss aspects to team work in any setting (even non-clinical) that impact team functioning and outcomes.T-2 To describe team processes/ infrastructure that allow for better-coordinated care such as team huddles and/or hand-offs. R-1 To discuss various team members’ roles and training.R-2 Describe and discuss the flexible application of roles within the healthcare team.R-3 Discuss leadership as a team role (guild vs. team).R-4 Practice the skill of articulating your role as a member of the healthcare team.■Medicine  ■Pharmacy00.511.522.533.544.55Non-IPE IPE Non-IPE IPEC-1 C-2Interprofessional Communication*00.511.522.533.544.55Non-IPE IPE Non-IPE IPE Non-IPE IPEV-1 V-2 V-3/4Values and Ethics***00.511.522.533.544.55Non-IPE IPE Non-IPE IPET-1 T-2Teams and Teamwork*00.511.522.533.544.55NonIPEIPE NonIPEIPE NonIPEIPE NonIPEIPER-1 R-2 R-3 R-4Roles and Responsibilities** * * **p<.05Program CurriculumQuestion Medicine Pharm IPE Non-IPEValues around IPE 3.42±1.32 3.42±1.25 3.92±1.02‡ 2.92±1.32Values around team based care 3.67±1.05 3.46±1.063.92±1.06† 3.21±0.93Knowledge and skills in team based care 3.38±1.01 3.33±1.053.75±0.94‡ 2.96±0.95*All values expressed as M±SD. †p<.05; ‡p<.01Clinical Experts’ Evaluation of Students’ Responses*Experts predicted 83.3% of IPE students receiving specialized IPE training versus 45.8% of non-IPE students (p=.007)0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%100.0%Non-IPE IPEDoes the participant have specialized training in IPE?NoYes0.0%5.0%10.0%15.0%20.0%25.0%30.0%35.0%40.0%45.0%50.0%First Second Third FourthPercent of Students RankedExpert Clinicians’ Rankings of Students by Preference to Hire for Team-Based CareNon-IPEIPEExperts ranked IPE students as significantly more preferred (where “1” is most preferred) than non-IPE students (p=.02)1. Abu-Rish, E. et al. (2012). Current trends in interprofessional education of health sciences students: A literature review. Journal of Interprofessional Care, 26, 444-51.2. Reeves S., Perrier L., Goldman J., Freeth D., Zwarenstein M., (2013). Interprofessional education: effects on professional practice and healthcare outcomes (update). Cochrane Database of Systematic Reviews, Issue 3. Art. No.: CD002213. DOI:10.1002/14651858.CD002213.pub3.

Using Mock Interviews to Evaluate an Interprofessional Education (IPE) Curriculum

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Using Mock Interviews to Evaluate an Interprofessional Education (IPE) Curriculum

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