Unique beginnings but similar endings: A 5-year exploration of differences in interprofessional competency attainment following the health professions foundational experience

Q3 Social Sciences

Journal of Interprofessional Education and Practice Pub Date : 2025-03-14 DOI:10.1016/j.xjep.2025.100747

Sara North , Amy Greminger , Christine Arenson , Brian Sick , Peter Scal

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引用次数: 0

Abstract

Background

Differences in interprofessional competency attainment between health professions and/or learner degree level following participation in a foundational interprofessional education (IPE) experience are not well established in the literature.

Purpose

The purpose of this report is to explore similarities and differences in interprofessional competency attainment outcomes between and among various health professions students.

Method

This study utilized a retrospective analysis of Interprofessional Collaborative Competency Attainment Scale (ICCAS) scores collected for over 5000 learners from 17 health professions programs over 5 years from one academic institution.

Discussion

Significant differences presented between professions and between degree levels (bachelor's, master's, and doctoral) in pre-test and difference scores, with all professions ultimately trending toward a similar level of competency attainment following exposure to a shared foundational IPE curriculum.

Conclusions

While a foundational IPE curriculum is critical for setting a baseline, it should not be over-emphasized to the exclusion of moving IPE into the clinical learning environment.

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背景不同卫生专业和/或不同学位水平的学生在参加基础性跨专业教育（IPE）后在跨专业能力方面的差异尚未在文献中得到很好的证实。本报告的目的是探讨不同卫生专业学生之间在跨专业能力达成结果方面的异同。本研究采用了一项回顾性分析方法，分析了一家学术机构在 5 年时间里从 17 个卫生专业项目中收集到的 5000 多名学生的跨专业协作能力达成量表（ICCAS）得分。讨论不同专业和不同学位级别（学士、硕士和博士）的学生在测试前得分和差异得分方面存在显著差异，所有专业的学生在接触共同的基础 IPE 课程后，最终的能力达到水平趋于相似。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Interprofessional Education and Practice Social Sciences-Education

CiteScore

1.60

自引率

0.00%

发文量

期刊介绍： Journal of Interprofessional Education & Practice, a quarterly online-only journal, provides innovative ideas for interprofessional educators and practitioners through peer-reviewed articles and reports. Each issue examines current issues and trends in interprofessional healthcare topics, offering progressive solutions to the challenges facing the profession. The Journal of Interprofessional Education & Practice (JIEP) is affiliated with University of Nebraska Medical Center and the official journal of National Academies of Practice (NAP) and supports its mission to serve the public and the health profession by advancing education, policy, practice & research.