Student and community insights on interprofessional health education
Bibliographic record
Abstract
In Northern Ontario, interprofessional education (IPE) is offered at the undergraduate level to \nimprove collaborative healthcare delivery and access to services for vulnerable people. However, \nthe Institute of Medicine (IOM) expressed concern about the lack of convincing evidence of the \nbeneficial effects of IPE interventions leading to enhanced patient care. The IOM also noted an \nabsence of comprehensive explanations regarding how students experience collaborative \nlearning. My study aimed to understand whether the teaching of six interprofessional \ncompetencies to undergraduate students attending a northern academic institution enhances 1) \nperceived interprofessional collaboration and 2) students' awareness and sensitivity regarding the \nneeds of vulnerable people. \nThis mixed-methods study, integrating certain principles of action research, was \nconducted within the context of an IPE program involving 67 participants from two cohorts, \n2019 and 2020. The sequential explanatory mixed-methods design included a retrospective prepost self-assessment survey and interviews with students and community members. The results \nshowed that the IPE program supported an understanding of IPE within both classroom and \ncommunity settings. Following participation in the IPE program, statistically significant \ndifferences in pre-post scores were identified for each of six interprofessional competency \ndomains. Three forms of qualitative data supported the analysis; these included interviews with \nstudents, interviews with two community partners and students’ anonymous written reflections. \nQualitative analysis revealed that classroom and community experiences enhanced the \nunderstanding of competencies and supported collaboration as well as connection amongst \nstudents from diverse disciplines. The analysis also revealed an enhanced awareness of \ncommunity members' lived realities. The results demonstrated that students and the community benefitted from the educational IPE program. The participants showed increased collaboration \nand motivation to work with vulnerable populations. Participation in the IPE program also \nincreased awareness, sensitivity, and advocacy for the diverse needs of community members. \nStudent-led health promotion organizations emerged as a sustainable and flexible experience that \nenabled students to integrate various IPE experiences, advance collaboration and enhance their \nability to work with underserved populations. Key limitations of the study stem from the impacts \nof COVID-19 which limited access to community partners. In addition, relatively small sample \nsizes for the quantitative surveys (n=44) limit the generalizability of these findings. Moreover, \nthe study design did not allow for an examination of gender, age or cultural differences. Future \nstudies could address these issues as well as examine the long-term effects of IPE education on \npost-graduation experiences.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.005 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.004 |
| Insufficient payload (model declined to judge) | 0.005 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".