Gaining an Understanding of Interprofessional Roles and Responsibilities Among Pre-Professional Health Students

INTRODUCTION Interprofessional education (IPE) literature at the  pre-professional health program level is limited. Exposing students to IPE prior to health professional program matriculation may increase students’ understanding of their chosen professions’ contributions to the health team as well as the role of other professions on the team. METHODS Summer Health Professions Education Program (SHPEP) participants from three institutions engaged in a six-week academic enrichment program, which required an IPE component. Prior to engagement in the IPE curricula, SHPEP participants were asked to complete a pre-survey. A component of the survey included the Student Perceptions of Interprofessional Clinical Education-Revised instrument, version 2 (SPICE-R2). Low pre-mean scores for the SPICE-R2 Roles and Responsibilities factor led to an exploratory research design asking participants to complete the following statement “My role on an interprofessional team is…” upon completion of the SHPEP program. RESULTS Nine topic areas were identified from 163 participant statements: 1) contribute to the team, 2) collaborating with the team; 3) lead the team; 4) patient-focus; 5) population health/public health; 6) listen to others; 7) respect contributions of other team members; 8) learn from others; and 9) refer to others. DISCUSSION Pre-professional health student participant responses were reflective of the U.S. Interprofessional Education Collaborative (IPEC) Roles and Responsibilities, Interprofessional Communication and Values and Ethics competencies. CONCLUSION Earlier presentation of IPE concepts allows students to develop a more comprehensive view of interprofessional roles. Results of this study demonstrate accurate learning of the IPEC RR competency and support integrating IPE experiences within academic enrichment programs for pre professional health students.