A validated assessment tool used pre- and post- IPE sessions to assess changes in learners’ attitudes and opinions about collaborative patient care.
Published in Chapter:
Interprofessional Education: Using Standardized Cases in Face-to-Face and Remote Learning Settings
Robert Earl McKinney (University of Alabama, USA), Anne D. Halli-Tierney (University of Alabama, USA), Allyson E. Gold (Wake Forest University, USA), Rebecca S. Allen (University of Alabama, USA), and Dana G. Carroll (Auburn University, USA)
Copyright: © 2022
|Pages: 19
DOI: 10.4018/978-1-7998-7623-6.ch002
Abstract
Interprofessional education (IPE) has emerged as a core educational method among human service and medical educational settings. Research suggests that learners who learn in IPE settings have better transdisciplinary communication skills and are better team members. Unfortunately, competing demands of multiple academic divisions can make facilitating IPE cumbersome. This chapter will describe the processes for developing, implementing, and evaluating an IPE experience drawn from de-identified patient records. The model includes information about incorporating learners from medicine, pharmacy, psychology, social work, and law, but could easily be expanded to include learners from other disciplines. The authors include descriptions of the process of implementing the unfolding case series in both face-to-face and live remote settings. This will include a sample case vignette, a pre-/post-survey, and learning objectives. Finally, the authors include opportunities for expansion and discussion of the challenges of implementing a curriculum targeted toward learners from diverse disciplines.