Interprofessional education and perceived self-efficacy in healthcare professional postgraduate students: A pilot study

Paula J W Smith*, Lindsay Rutherford, David M Griffith

*Corresponding author for this work

Research output: Contribution to conferencePosterpeer-review

Abstract

PURPOSE
The Edinburgh online Masters in Critical Care programme enrols a multidisciplinary cohort of part-time postgraduate students reflecting the reality of a team-based approach to critical care. Interprofessional education (IPE) provides an authentic learning environment, improves knowledge and understanding of other professional roles, and ultimately improves patient care. This pilot study explored the relationship between students’ attitudes towards IPE and perceived self-efficacy in a distance education setting.

METHODS
Students enrolled on the programme are assigned to small groups, each comprising around 12 students from 3-4 different health professions, in which they interact in weekly, asynchronous discussion boards and synchronous virtual tutorials. A modified 17-item Self-efficacy for Interprofessional Experiential Learning (SEIEL) scale and an 18-item Readiness for Interprofessional Learning Scale (RIPLS) were piloted during the beginning of the 2021/22 academic year; scores range between 17-85 and 18-90, respectively. Free-text comments were invited. Mean score differences between professions were analysed by one-way ANOVA, and associations by linear regression, using SPSS®v25.

RESULTS
Thirty-nine students completed the survey (40% response rate). Cronbach’s alpha=0.80 and 0.90, indicating internal consistency for SEIEL and RIPLS, respectively, and are comparable with published results. Mean SEIEL scores suggest most students have a high self-efficacy with no significant difference between professions (doctor: 72.3±5.5 (n=19); paramedic: 72.2±7.2 (n=12); nurse: 67.3±6.8 (n=7); [pharmacist: 78 (n=1, omitted)] (P=0.18), and similarly for RIPLS scores (doctor: 79.6±8.6 (n=19); paramedic: 80.0±8.2 (n=12); nurse: 77.7±5.4 (n=7); [pharmacist: 85 (n=1, omitted)] (P=0.83), notwithstanding the potential for non-response bias. There was a significant association between SEIEL and RIPLS scores (P<0.01).

CONCLUSION
Our pilot study’s preliminary findings suggest that online postgraduate students’ readiness for IPE relates to self-efficacy. Such insight will inform strategies to enhance delivery of IPE and overcome a perceived hierarchy by those less confident working with other students from different professions. Further findings, including data from an end-of-year survey, will be shared at the conference.
Original languageEnglish
Publication statusPublished - 4 Jun 2022
EventInternational Association of Medical Science Educators (IASME) conference -
Duration: 4 Jun 2022 → …
https://julnet.swoogo.com/iamse2022/posters

Conference

ConferenceInternational Association of Medical Science Educators (IASME) conference
Period4/06/22 → …
Internet address

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