Oral Presentation - Research
Exploring the Current IPE Landscape: Insights into National Curricula and Assessment Practices
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CDT
Room: Washington City
Track:
- Innovative Approaches to Interprofessional Pedagogy and Education Science
Interprofessional education (IPE) is a key component of health professions training, yet there is no standardized approach for its curriculum development or assessment across institutions. This study examines the current landscape of IPE curricula and assessment methods in health profession colleges/schools and academic health centers, aiming to uncover common practices and challenges.Methods/methodology: A cross-sectional, online survey was conducted with IPE centers, programs, and initiatives listed by the National Center for Interprofessional Practice and Education (n=124). A 29-question researcher-developed survey explored various approaches to IPE curricula and assessment, with face validity established through expert feedback. Data were analyzed descriptively using frequency counts and means. Open-ended items were analyzed by three independent researchers using a qualitative content analysis process.Results: The survey achieved a 71.8% response rate (n=89). Findings revealed significant heterogeneity across institutions in terms of IPE curriculum structure and assessment methods. Common practices included centralizing IPE programming at the university or school level and requiring foundational courses or specific IPE experiences. Respondents generally classified IPE activities by students' level of education and assessed individual activity effectiveness on an annual basis. Despite the use of standardized instruments for evaluating IPE activities, the specific instruments varied widely between institutions. Most institutions assessed IPE learning outcomes, but the methods and timing of assessment were determined at the program level. Detailed responses and comprehensive data will be shared in the full report.Conclusions, implications, and curiosities: Although there are some shared practices in IPE curricula and assessment, no universally recognized best practices exist. The findings highlight the need for continued research to identify optimal strategies for tailoring IPE programs to the needs of diverse health professions. These results offer valuable insights for faculty and institutions seeking to improve IPE program effectiveness and harmonize assessment approaches.
Learning Objectives
- Identify common practices in IPE curricula across different health profession institutions.
- Describe IPE assessment methods utilized by various institutions.
- Propose enhancements to IPE curricula based on the study's comprehensive data and insights.
References
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- 2. Freeth, D., Hammick, M., Koppel, I., Reeves, S. (2005). A critical review of evaluations of interprofessional education. Learnin Health Soc Care, 4(3), 173–179.
- 3. Oandasan, I., D’Amour, D., Zwarenstein, M., Barker, K., Purden, M., Beaulieu, M., Reeves, S., Nasmith, L., Bosco, C., Ginsburg, L., Tregunno, D. (2004). Interprofessional education for collaborative, patient-centered practice: An integrated review. J Interprof Care, 18(S1), 39–48.
- 4. Thompson, T., Kagan, M. (2020). A framework for assessing interprofessional education: Strengths and challenges. J Interprof Educ Pract, 19, 100338.
- 5. Zwarenstein, M., Goldman, J., Barr, H., Freeth, D., Hammick, M., Koppel, I (2009). Interprofessional education: Effects on professional practice and healthcare outcomes. Cochrane Database of Systematic Reviews, 2009(3), CD002213.
- 6. Hall, L.W., Zierler, B.K. (2015). Interprofessional education and practice guide No. 1: Developing faculty to effectively teach interprofessional education. J Interprof Care, 29(1), 3–12.