Oral Presentation - Research

Strategically Designed Interprofessional Education: Achieving Favorable Outcomes Through Online and In-person Activities

- CDT
Room: Prague
Kimberley Begley, PharmD, RPh, FNAP
Creighton University School of Pharmacy and Health Professions
Ann Ryan-Haddad, PharmD
Creighton University School of Pharmacy and Health Professions
Kelli Coover, PharmD, BCGP
Creighton University School of Pharmacy & Health Professions
Track:
  • Innovative Approaches to Interprofessional Pedagogy and Education Science
Interprofessional education (IPE), mandated by most accredited health professions programs, fosters collaboration and teamwork across disciplines. This study designed and evaluated innovative IPE activities for pharmacy students, delivered online and in person, to enhance interprofessional competencies, confidence, and team behavior. The research examined whether online IPE activities are as effective as in-person formats.Methods/methodology: Faculty collaborated with nurse practitioners and physician assistants to design activities tailored to learner levels, including:

1. Rounding Scenarios: Addressing complex disease states to develop care plans.

2. Standardized Patient Cases: Managing ethical dilemmas to strengthen decision-making.

3. Team-Based Activities: Participating in free clinics and implicit bias training with peers from diverse professions.

The Interprofessional Collaborative Competencies Attainment Survey (ICCAS) was administered at program entry and the end of the third year (analyzed via paired t-tests) to measure interprofessional competencies. Post-activity surveys assessed students’ confidence and sense of team belonging after each IPE activity during the second and third years. Team behavior was evaluated using the Creighton Interprofessional Collaborative Evaluation (C-ICE©) instrument.Results: ICCAS scores improved significantly (p < 0.001), confirming enhanced competencies. Confidence surveys showed no significant difference between online and in-person formats, demonstrating equal effectiveness. C-ICE© results reflected high team performance, with an average score of 93%.Conclusions, implications, and curiosities: Purposefully designed IPE activities, aligned with learner levels and increasing in complexity, enhance interprofessional competencies and foster high-performing teams. This work highlights the flexibility and viability of online IPE activities, providing a scalable model for advancing interprofessional collaboration in healthcare education.

Learning Objectives

  • Understand the design and implementation of innovative IPE activities.
  • Recognize the impact of IPE on competencies, confidence, and team behavior.
  • Evaluate the effectiveness of online versus in-person IPE formats in fostering interprofessional collaboration.

References

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