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KMID : 1038320190160010035
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보건의료교육평가
2019 Volume.16 No. 1 p.35 ~ p.35
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Evaluation of student perceptions with two interprofessional assessment tools - Collaborative Healthcare Interdisciplinary Relationship Planning instrument and Interprofessional Attitudes Scale - following didactic and clinical learning experiences in the United States
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Dennis Vincent C.
Craft Melissa A.
Bratzle Dale W.
Yozzo Melody J.
Bender Denise G.
Barbee Christi M.
Neely Stephen B.
Robinson Margaret
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Abstract
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Purpose: To assess and compare changes in student attitudes through administration of two validated interprofessional survey instruments - Collaborative Healthcare Interdisciplinary Relationship Planning and Interprofessional Attitudes Scale - before and after didactic and clinical cohorts.
Methods: Students from 7 colleges/schools participated in didactic and clinical cohorts during the 2017-2018 year. Didactic cohorts experienced two interactive sessions 6 months apart, while clinical cohorts experienced 4 outpatient clinical sessions once monthly. Baseline and post assessments included random assignment of 865 students to complete either the 14 item Collaborative Healthcare Interdisciplinary Relationship Planning (CHIRP) instrument or the 27 item Interprofessional Attitudes Scale (IPAS). Pittman’s test using permutations of linear ranks was used to determine differences in distribution of scores between baseline and post assessments. Comparisons of pooled results were made for the CHIRP total score, and IPAS total and subdomain scores. For each score, 3 comparisons were made simultaneously: overall baseline vs. post-didactic cohort; overall baseline vs. post-clinical cohort; and post-didactic cohort vs. post-clinical cohort. Alpha was adjusted to 0.0167 to account for simultaneous comparisons.
Results: Baseline and post-cohort survey responses were 62.4 and 65.9% vs. 58.7 and 58.1% for CHIRP and IPAS, respectively. Students completing the clinical cohort had significantly higher scores for IPAS subdomain of teamwork, roles and responsibilities in relation to baseline and post-didactic cohort scores. No differences were seen for remaining IPAS subdomain scores or CHIRP instrument total score.
Conclusions: The IPAS instrument may discern changes in student attitudes in the subdomain of teamwork, roles and responsibilities following short-term clinical experiences involving diverse interprofessional team members. Abstract word count ? 251 (excluding section headers)
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KEYWORD
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academic medical centers, ambulatory care, attitude of health personnel, health education, interprofessional relations, United States
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