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A Multilevel Model for Evaluating Interprofessional Learning.

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This study evaluated the Interprofessional Clinical Experience (ICE) course for first-year medical students. Findings show the course effectively improved interprofessional collaboration skills and attitudes.

Keywords:
EducationEvaluationInterprofessional collaborativeInterprofessional educationMixed methods

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Area of Science:

  • Medical Education
  • Interprofessional Collaboration
  • Program Evaluation

Background:

  • Preclinical interprofessional education is crucial for developing collaborative healthcare professionals.
  • Effective evaluation strategies are needed to assess the impact of interprofessional programs.
  • The Interprofessional Clinical Experience (ICE) is a required course for first-year medical students.

Purpose of the Study:

  • To model a multilevel program evaluation for a preclinical interprofessional collaborative course.
  • To assess the effectiveness of the Interprofessional Clinical Experience (ICE) course.
  • To identify areas for improvement in interprofessional education.

Main Methods:

  • Utilized a multilevel program evaluation approach.
  • Collected data from student course evaluations and preceptor surveys.
  • Administered competency assessments and the Readiness for Interprofessional Learning Scale.

Main Results:

  • Student and preceptor data indicated the course was effective in teaching interprofessional practices.
  • Competency assessments revealed high achievement levels among nearly all students.
  • Students reported increased positive attitudes towards interprofessional practices post-course.

Conclusions:

  • The ICE course effectively enhances interprofessional learning and competency development.
  • Multilevel program evaluation provides valuable insights for refining interprofessional curricula.
  • Continuous feedback integration is essential for optimizing interprofessional education programs.