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Interprofessional Education Day - an Evaluation of an Introductory Experience for First-Year Students
Journal of Interprofessional Care
  • Zachary Singer, Western University
  • Kevin Fung, London Health Sciences Centre
  • Elaine Lillie, University of Waterloo
  • Jennifer McLeod, University of Waterloo
  • Grace Scott, Western University
  • Peng You, Western University
  • Krista Helleman, London Health Sciences Centre
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Interprofessional health care teams have been shown to improve patient safety and reduce medical errors, among other benefits. Introducing interprofessional concepts to students in full day events is an established model that allows students to learn together. Our group developed an academic day for first-year students devoted to an introductory interprofessional education (IPE) experience, 'IPE Day'. In total, 438 students representing medicine, dentistry, pharmacy and optometry gathered together, along with 25 facilitators, for IPE Day. Following the day's program, students completed the evaluation consisting of the Interprofessional Collaborative Competencies Attainment Survey and open-ended questions. Narrative responses were analyzed for content and coded using the Canadian Interprofessional Health Collaborative competency domains. Three hundred and eight evaluations were completed. Students reported increased self-ratings of competency across all 20 items (p < 0.05). Their comments were organized into the six domains: interprofessional communication, collaborative leadership, role clarification, patient-centred care, conflict resolution, and team functioning. Based on these findings, we suggest that this IPE activity may be useful for improving learner perceptions about their interprofessional collaborative practice competence.

Citation Information
Zachary Singer, Kevin Fung, Elaine Lillie, Jennifer McLeod, et al.. "Interprofessional Education Day - an Evaluation of an Introductory Experience for First-Year Students" Journal of Interprofessional Care Vol. 32 Iss. 3 (2018) p. 399 - 402
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