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Health Professions Students' Perceptions of Their IPE Program: Potential Barriers to Student Engagement with IPE
Barret Michalec1, Carolyn Giordano, Brandie Pugh
1Dep. of Sociology, University of Delaware, 18 Amstel Ave, Smith Hall, Newark, DE 19716, USA. Tel 3028311205. bmichal@udel.edu.
Student perceptions of interprofessional education (IPE) are influenced by internal and external factors. Understanding these elements is key to improving student engagement with IPE programs.
Area of Science:
- Health Professions Education
- Interprofessional Learning
Background:
- Existing research on interprofessional education (IPE) lacks in-depth student perspectives.
- Multiple interviews across health disciplines are needed to uncover factors influencing student attitudes towards IPE.
Purpose of the Study:
- To explore student perspectives on interprofessional education (IPE).
- To identify potential barriers and facilitators impacting student engagement in IPE programs.
Main Methods:
- Conducted semi-structured interviews with 20 students from six health disciplines.
- Analyzed interview data using multi-step coding to identify patterns in student perceptions and attitudes.
Main Results:
- Internal factors (assignments, time constraints) and external factors (socialization, professional identity) impact student perceptions of IPE.
- These elements may affect students' engagement with IPE goals and interprofessionalism.
Conclusions:
- IPE program structure and implementation significantly affect student perceptions.
- External factors also play a crucial role in students' willingness and ability to engage in interprofessional practice.
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