Evidence map›Paper›PMID 38413938›Full record

ArticleBMC medical education2024

Evaluating the impact of a blended interprofessional education course on students' attitudes towards interprofessional education: a pre-post study.

M Guinat, L Staffoni, V Santschi, A Didier, D Gachoud, C Greppin-Bécherraz

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in BMC medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

6 authors.

M GuinatDepartment of Intensive Care Medicine, Lausanne University Hospital (CHUV), Lausanne, Switzerland. Marie.Guinat@chuv.ch.
L StaffoniHaute Ecole de Santé Vaud (HESAV), School of Health Sciences, HES-SO, University of Applied Sciences and Arts Western Switzerland, Lausanne, Switzerland.
V SantschiLa Source, School of Nursing Sciences, HES-SO, University of Applied Sciences and Arts Western Switzerland, Lausanne, Switzerland.
A DidierHaute Ecole de Santé Vaud (HESAV), School of Health Sciences, HES-SO, University of Applied Sciences and Arts Western Switzerland, Lausanne, Switzerland.
D GachoudMedical Education Unit of the School of Medicine FBM, University of Lausanne, Lausanne, Switzerland.
C Greppin-BécherrazHaute Ecole de Santé Vaud (HESAV), School of Health Sciences, HES-SO, University of Applied Sciences and Arts Western Switzerland, Lausanne, Switzerland.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundSince 2011, five educational and healthcare institutions have implemented a short interprofessional education (IPE) course to bring together undergraduates from five disciplines. To meet the logistical challenges of IPE implementation, more specifically, the large number of classrooms needed to gather students together and the need for human resources to guide learning activities, a face-to-face IPE course was redesigned into a blended (online and face-to-face collaborative learning activities) IPE course. In March 2023, 183 medical, 378 nursing, 46 radiologic technology, 69 physiotherapy, and 74 occupational therapy students participated in a one-day IPE blended course to learn interprofessional team functioning and dynamics, role clarification and responsibilities of other professions, and interprofessional communication skills. This study aimed to assess students' changes in attitudes towards IPE after being involved in a large-scale interprofessional blended learning course.

methodsA before-after study was conducted using a French translation of the validated questionnaire "University of West of England Interprofessional Questionnaire" (UWE-IP questionnaire). Students' attitudes towards interprofessional (IP) relationships and IP learning were measured before and after the course. In March 2023, two hundred fifty-six students from five professions answered two subscales of the UWE-IP questionnaire before and after the course (response rate 34%).

resultsStudents' attitudes towards IP relationships improved significantly after the course. The score on this subscale (min 8; max 24) changed from 11.18 (SD 2,67) before the course to 10,38 (SD 2,55) after the course, indicating a significant improvement in attitudes towards IP relationships (p < 0,001). More specifically, students had more positive attitudes on the item "I have a good understanding of the roles of different health and social care professionals." and the item "I feel that I am respected by people from other health and social care disciplines." after the course. A positive change in students' attitudes towards IP learning was observed, but the results were not significative.

conclusionA face-to-face IPE course redesigned as a blended course helped overcome existing challenges to implementing an IPE course. The results suggest a blended IPE course improves students' attitudes towards interprofessionality.

Indexed as

Students, Health OccupationsAttitude of Health PersonnelHumansInterprofessional EducationInterprofessional RelationsLearningAttitudesBlended learningInterprofessional challengesInterprofessional learningLarge-scale interprofessional course

Identifiers

PMID38413938
PMCPMC10900638

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.