Beth P Davis1, Carolyn K Clevenger2, Samuel Posnock3, Bethany D Robertson4, Douglas S Ander5. 1. Department of Rehabilitation Medicine, Division of Physical Therapy, Emory University School of Medicine,1462 Clifton Road NE, Suite 314, Atlanta, GA 30322, USA. Electronic address: bethpdavis@emory.edu. 2. Nell Hodgson Woodruff School of Nursing, Emory University, 1520 Clifton Road NE, Suite 314, Atlanta, GA 30322, USA. Electronic address: ccleven@emory.edu. 3. School of Psychology, Georgia Institute of Technology, 654 Cherry Street, Atlanta, GA 30332-0170, USA. Electronic address: sposnock3@gatech.edu. 4. Nell Hodgson Woodruff School of Nursing, Emory University, 1520 Clifton Road NE, Suite 314, Atlanta, GA 30322, USA. Electronic address: bdrober@emory.edu. 5. Emory Center for Experiential Learning, Emory University School of Medicine, 1648 Pierce Drive, Suite B31, Atlanta, GA 30322, USA. Electronic address: dander@emory.edu.
Abstract
AIMS: The purpose of this study is to evaluate changes in self-concept for the knowledge, skills and attitudes toward inter-professional teamwork of facilitators who participated in training and an inter-professional team training event. BACKGROUND: Inter-professional education requires dedicated and educated faculty. METHODS: A pretest posttest quasi-experimental design was used for the evaluation. Fifty-three facilitators were asked to complete pre-post questionnaires to measure inter-professional team self-concept (IPTSC), assessing self-concept for the knowledge, skills, and attitudes required for performing in an inter-professional team. RESULTS: Post-session scores on inter-professional team knowledge, skills and attitudes were significantly higher (F(1, 31) = 5.59, p = .02). CONCLUSION: A facilitator development course and participation in the teaching event had a positive impact on perceived knowledge, skills and attitudes toward inter-professional teamwork.
AIMS: The purpose of this study is to evaluate changes in self-concept for the knowledge, skills and attitudes toward inter-professional teamwork of facilitators who participated in training and an inter-professional team training event. BACKGROUND: Inter-professional education requires dedicated and educated faculty. METHODS: A pretest posttest quasi-experimental design was used for the evaluation. Fifty-three facilitators were asked to complete pre-post questionnaires to measure inter-professional team self-concept (IPTSC), assessing self-concept for the knowledge, skills, and attitudes required for performing in an inter-professional team. RESULTS: Post-session scores on inter-professional team knowledge, skills and attitudes were significantly higher (F(1, 31) = 5.59, p = .02). CONCLUSION: A facilitator development course and participation in the teaching event had a positive impact on perceived knowledge, skills and attitudes toward inter-professional teamwork.
Authors: Melissa D Avery; John C Jennings; Elaine Germano; Tia Andrighetti; Amy M Autry; Kim Q Dau; Susan Agard Krause; Owen C Montgomery; Tonya B Nicholson; Audrey Perry; Phillip N Rauk; Heather Z Sankey; Mark B Woodland Journal: J Midwifery Womens Health Date: 2020-01-21 Impact factor: 2.388