BACKGROUND: Interprofessional education (IPE) is most effective when delivered as an experiential continuum. When to initiate IPE to undergraduate college students is unclear. This pilot project developed, implemented, and evaluated an IPE modular project introducing Interprofessional Communication and Teams and Teamwork IPE competencies to first-year allied health professions undergraduate students. METHODS: Students (n=127) were divided into two groups such that five different health science majors were represented in each. One group participated in an experiential 4-part IPE modular program, and one did not. Module components consisted of: a) an online IPE component; b) structured in-class IPE activities and discussion; c) an IPE CPR training course emphasizing communication, conflict resolution, and collaborative practice techniques; and d) an IPE CPR simulation with reflective debriefing session. Both groups' self-efficacy and confidence regarding targeted Interprofessional Communication and Teams and Teamwork IPE competencies were assessed at the same timepoints pre- and post-module using standardized Likert scale surveys. RESULTS: Results indicated a positive impact on modular group students' perception of changes in their interprofessional knowledge and skills compared with non-modular group students such that post-module students' self-efficacy and confidence ratings were both significantly higher. CONCLUSIONS: First-year allied health professions undergraduates benefit from experiential IPE targeting foundational communication and teamwork skills.
BACKGROUND: Interprofessional education (IPE) is most effective when delivered as an experiential continuum. When to initiate IPE to undergraduate college students is unclear. This pilot project developed, implemented, and evaluated an IPE modular project introducing Interprofessional Communication and Teams and Teamwork IPE competencies to first-year allied health professions undergraduate students. METHODS: Students (n=127) were divided into two groups such that five different health science majors were represented in each. One group participated in an experiential 4-part IPE modular program, and one did not. Module components consisted of: a) an online IPE component; b) structured in-class IPE activities and discussion; c) an IPE CPR training course emphasizing communication, conflict resolution, and collaborative practice techniques; and d) an IPE CPR simulation with reflective debriefing session. Both groups' self-efficacy and confidence regarding targeted Interprofessional Communication and Teams and Teamwork IPE competencies were assessed at the same timepoints pre- and post-module using standardized Likert scale surveys. RESULTS: Results indicated a positive impact on modular group students' perception of changes in their interprofessional knowledge and skills compared with non-modular group students such that post-module students' self-efficacy and confidence ratings were both significantly higher. CONCLUSIONS: First-year allied health professions undergraduates benefit from experiential IPE targeting foundational communication and teamwork skills.