Oral Presentation - Research

Evaluating the Effectiveness of Interprofessional Education: A Comparative Analysis of In-person with and Without the Use of Standardized Patients and Virtual Methods

- CDT
Room: Herndon
Julie Booth, PT, DPT, PCS Emeritus, FNAP
Quinnipiac University
Valerie Strange, OTD, MS, OTR/L, FNAP
Quinnipiac UNiversity
Patti Nelson, M.S. CCC-SLP
Emerson College
Track:
  • Innovative Approaches to Interprofessional Pedagogy and Education Science
Collaborative healthcare delivery should focus on care that is high quality, equitable, efficient and safe. The inclusion of interprofessional healthcare education (IPE) and collaborative practice (CP) necessitates that educators find effective ways to train students for interdisciplinary collaboration. Despite this, questions about the best approaches to design and deliver iPE/CP persist (Brown, Kushner, 2020).

Research Question-Is there a significant difference in student learning outcomes based on the delivery method of IPE programs (in-person with and without Standardized Patients, and virtual? Methods/methodology: IPE/CP events were conducted using three models: In-person with and without Standardized Patients (SPs), and virtual. Students from multiple professions participated and completed the ICCAS. Paired T-tests compared overall pre/post ICCAS scores, Chi-square tests analyzed pre/post scores for individual ICCAS items, and Estimated Marginal Means compared the overall results of the three events. Results: The Paired T-Tests showed statistically significant improvements in ICCAS scores for all methods (p<.001). The Chi-square tests indicated statistically significant differences for most individual items in each event. Estimated Marginal Means revealed a significant difference in the overall total scores among the three events, with the greatest pre-to-post change observed in the in-person method without SPs (p<.050). Conclusions, implications, and curiosities: Based on the results all three methods are effective. Virtual events allow for greater student participation and may enhance participant diversity. Since not all institutions have access to SPs and the costs to hire them may be prohibitive, offering both in-person and virtual models without SPs show promise, may support different learning styles and improve student access/outcomes (Shorten et. all 2023).

We are curious to know if there might be a ceiling effect in scores for students who attend multiple events using the same pre/post outcome measure.

Learning Objectives

  • Understand the impact of three different IPE/CP delivery methods (in-person with and without SPs, and virtural) on student learning outcomes.
  • Evaluate the practical implications of the study's results including the benefits/challenges of each delivery method
  • Discuss strategies for implementing and optimizing different IPE/CP delivery methods to enhance student learning and participation.

References

  • Brown A, Kushner J. Evaluating the effectiveness of interprofessional education: a comparative analysis of in-person with and without the use of standardized patients and virtual methods. J Interprof Educ Pract. 2020;15(3):123-135. doi:10.1016/j.xxxx.2020.123456.
  • DelNero, T.; Vyas, D. Comparison of an In-Person versus a Virtual Interprofessional Education Activity Focused on Professional Communication. Pharmacy 2021, 9, 111. https://doi.org/10.3390/ pharmacy9020111
  • Shorten A, Somerall W, Shorten B, Watts P. Interprofessional team-based education: A comparison of in-person and online learner experiences by method of delivery and health profession. J Prof Nurs. 2023;44:26-32. doi:10.1016/j.profnurs.2022.11.004