Chris Gillette1, Melissa M Dinkins2, Rebecca Bliss3, Michele Pfaff4, Elizabeth Maupin5, Aseel Badran2, Michael Manolakis2, Lisa Smith2, Melissa Sweetman6. 1. Department of Physician Assistant Studies, Wake Forest School of Medicine, Winston-Salem, NC, USA. 2. Wingate University School of Pharmacy, Wingate, NC, USA. 3. Department of Physical Therapy, Wingate University Levine College of Health Sciences, Wingate, NC, USA. 4. Simulation Lab, Department of Nursing, Wingate University Levine College of Health Sciences, Wingate, NC, USA. 5. Department of Physician Assistant Studies, Wingate University Levine College of Health Sciences, Wingate, NC, USA. 6. Doctor of Occupational Therapy Program, Wingate University Levine College of Health Sciences, Wingate, NC, USA.
Abstract
OBJECTIVE: The purpose of this study was to examine attitudes toward interprofessional, team-based care in first-year health professions students. METHODS: A cross-sectional questionnaire was administered to all first-year health professions students in their first semester at one university using the Interprofessional Attitudes Scale (IPAS). Kruskal-Wallis tests were used to analyze the data. KEY FINDINGS: Results indicated only two significant differences among students in IPAS subdomains: teamwork (χ2 = 13.11, df = 3, P = 0.004) and patient-centredness (χ2 = 40.75, df = 3, P < 0.0001). CONCLUSIONS: Not all health professions students come into their formal education with the same level of attitudes toward team-based care. Educators should consider this when designing IPE activities.
OBJECTIVE: The purpose of this study was to examine attitudes toward interprofessional, team-based care in first-year health professions students. METHODS: A cross-sectional questionnaire was administered to all first-year health professions students in their first semester at one university using the Interprofessional Attitudes Scale (IPAS). Kruskal-Wallis tests were used to analyze the data. KEY FINDINGS: Results indicated only two significant differences among students in IPAS subdomains: teamwork (χ2 = 13.11, df = 3, P = 0.004) and patient-centredness (χ2 = 40.75, df = 3, P < 0.0001). CONCLUSIONS: Not all health professions students come into their formal education with the same level of attitudes toward team-based care. Educators should consider this when designing IPE activities.
Authors: Jeffrey Norris; Joan G Carpenter; Jacqueline Eaton; Jia-Wen Guo; Madeline Lassche; Marjorie A Pett; Donald K Blumenthal Journal: Acad Med Date: 2015-10 Impact factor: 6.893