TY - JOUR
T1 - Constructive contact
T2 - Design of a successful introductory interprofessional education experience
AU - Amerongen, Helen M.
AU - LeGros, Theresa A.
AU - Cooley, Janet Heather
AU - Schloss, Ernest P
AU - Theodorou, Andreas A
PY - 2015/9/1
Y1 - 2015/9/1
N2 - Background: Interprofessional education (IPE) programs have been endorsed for health professions students to improve team function in health care delivery and optimize patient outcomes. Educators have had mixed success with IPE for entry-level health professions students, with some observing exacerbated interprofessional tension. This report describes an IPE mini-course for medical, nursing, and pharmacy students structured to meet the criteria of Allport's Contact Hypothesis. Methods: Interprofessional education planners designed and implemented a constructivist exercise for medical, nursing, and pharmacy students examining scope of practice and team behavior. Assigned readings connected improved role knowledge and team behavior with the ultimate goal of enhanced patient safety. Role knowledge prior to the event was measured with a pre-test. Knowledge and attitudes were measured with a post-event survey. Results: Prior knowledge was the highest for the physician role and the lowest for the pharmacist role. Following the mini-course, knowledge of professional roles and behaviors increased. Student groups expressed strong appreciation for IPE, with pharmacy students responding most positively. Conclusions: Students emerge strongly affirming the importance of IPE in achieving quality care and patient safety. Positive outcomes are discussed in relation to predictions of the Contact Hypothesis and Social Identity Theory.
AB - Background: Interprofessional education (IPE) programs have been endorsed for health professions students to improve team function in health care delivery and optimize patient outcomes. Educators have had mixed success with IPE for entry-level health professions students, with some observing exacerbated interprofessional tension. This report describes an IPE mini-course for medical, nursing, and pharmacy students structured to meet the criteria of Allport's Contact Hypothesis. Methods: Interprofessional education planners designed and implemented a constructivist exercise for medical, nursing, and pharmacy students examining scope of practice and team behavior. Assigned readings connected improved role knowledge and team behavior with the ultimate goal of enhanced patient safety. Role knowledge prior to the event was measured with a pre-test. Knowledge and attitudes were measured with a post-event survey. Results: Prior knowledge was the highest for the physician role and the lowest for the pharmacist role. Following the mini-course, knowledge of professional roles and behaviors increased. Student groups expressed strong appreciation for IPE, with pharmacy students responding most positively. Conclusions: Students emerge strongly affirming the importance of IPE in achieving quality care and patient safety. Positive outcomes are discussed in relation to predictions of the Contact Hypothesis and Social Identity Theory.
KW - Contact theory
KW - Curriculum development
KW - Interprofessional education
KW - Stereotyping
KW - Teamwork
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U2 - 10.1016/j.cptl.2015.06.013
DO - 10.1016/j.cptl.2015.06.013
M3 - Article
AN - SCOPUS:84939466574
VL - 7
SP - 565
EP - 574
JO - Currents in Pharmacy Teaching and Learning
JF - Currents in Pharmacy Teaching and Learning
SN - 1877-1297
IS - 5
ER -