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Interprofessional care for coronary artery disease includes pharmacological therapy and revascularization procedures.Pharmacological therapy for Coronary Artery Disease (CAD) aims to manage symptoms, prevent complications, and improve patient outcomes through various classes of medications:Antiplatelet Agents:Aspirin and Clopidogrel: These medications inhibit platelet aggregation, preventing blood clots, which is crucial for avoiding heart attacks and strokes. Doctors often prescribe these...
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Assessing Interprofessional Education Collaborative Competencies in Service-Learning Course.

Alexa M Sevin1, Kenneth M Hale2, Nicole V Brown3

  • 1The Ohio State University College of Pharmacy, Columbus, Ohio.

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Summary
This summary is machine-generated.

This study shows that an interprofessional service-learning course improved health students' self-assessed Interprofessional Education Collaborative (IPEC) competencies. Service-learning effectively enhances students' readiness for collaborative healthcare.

Keywords:
interprofessional competenciesinterprofessional educationservice-learningstudent-run free clinicsurveys

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Area of Science:

  • Medical Education
  • Health Professions Education
  • Interprofessional Education

Background:

  • Interprofessional Education (IPE) is crucial for preparing healthcare professionals.
  • Developing Interprofessional Education Collaborative (IPEC) competencies is essential for effective teamwork.
  • Service-learning offers a practical approach to IPE.

Purpose of the Study:

  • To evaluate the impact of an interprofessional service-learning course on health professions students' self-assessment of IPEC competencies.
  • To determine if a service-learning model enhances students' understanding of collaborative practice.

Main Methods:

  • A semester-long elective course combined patient care in a free clinic with reflective workshops.
  • Fifteen health professions students participated.
  • A retrospective post-then-pre validated survey assessed IPEC competencies across four domains.

Main Results:

  • Students demonstrated significant improvements in self-assessed IPEC competencies after the course.
  • Positive changes were observed across all four domains: Values and Ethics, Roles and Responsibilities, Interprofessional Communication, and Teams and Teamwork.

Conclusions:

  • Interprofessional service-learning is an effective pedagogical strategy for enhancing IPEC competencies.
  • This approach positively impacts students' self-perception of their ability to work collaboratively in healthcare settings.