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Rethinking IPE duration: a five-year comparative analysis of competency development across two introductory IPE

Peter Scal1, Brian Sick1, Christine Arenson2

  • 1University of Minnesota - Medical School, Minneapolis, Minnesota, USA.

Journal of Interprofessional Care
|September 12, 2024
PubMed
Summary

Shorter introductory interprofessional education (IPE) courses are as effective as longer ones in developing collaborative competencies. Institutions can reallocate resources to innovative, workplace-based IPE strategies.

Keywords:
Competencydurationinterprofessional educationintroductory curriculumlongitudinal

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Area of Science:

  • Health Professions Education
  • Interprofessional Education
  • Collaborative Practice

Background:

  • Interprofessional education (IPE) lacks established best practices for optimal dose and duration.
  • IPE course content, structure, and delivery vary widely across institutions.
  • This variability impacts the development of collaborative competencies.

Purpose of the Study:

  • To evaluate learner-perceived collaborative competency outcomes in response to a transition in IPE course delivery.
  • To compare the effectiveness of different durations of an introductory IPE course.

Main Methods:

  • Retrospective analysis of pre-post interprofessional collaborative competency scores.
  • Data collected from over 5,000 learners across 17 health profession programs.
  • Utilized the Interprofessional Collaborative Competency Attainment Scale (ICCAS) tool over a 5-year period.

Main Results:

  • Nearly identical self-reported competency attainment was observed for both 12-hour and 4-hour introductory IPE offerings.
  • No significant difference in collaborative competency development based on course duration was found.
  • Learner-perceived outcomes remained consistent despite changes in course length.

Conclusions:

  • Introductory IPE course duration may not significantly impact initial collaborative competency attainment.
  • Academic institutions could potentially reduce introductory IPE hours.
  • Resources could be redirected towards advanced, workplace-based, or competency-based IPE strategies.