TY - JOUR
T1 - Making a Case for Multimodal IPE
T2 - Developing a Competency-Based Interprofessional Curriculum for Health Professions Learners at Rural Campuses
AU - Woltenberg, Leslie N.
AU - Irving, Shelley R.
AU - Aulisio, Madeline C.
AU - Schuer, Kevin M.
N1 - Publisher Copyright:
© 2021 Lippincott Williams and Wilkins. All rights reserved.
PY - 2021/9/1
Y1 - 2021/9/1
N2 - PurposeThe purpose of this 4-year study was to explore the efficacy of a multimodal interprofessional education (IPE) curriculum that was developed for learners at rural campuses.MethodsOver the study period, participants included 113 learners and 7 faculty facilitators from 4 degree programs: Physician Assistant Studies, Social Work, Imaging Sciences, and Medicine. The study used a mixed-methods design, which included a combination of rating scale items (quantitative) and open response items (qualitative).ResultsThe results demonstrated statistically significant gains in the development of interprofessional competencies and a medium-large effect size for practical significance. The overall program evaluation ratings demonstrated learner satisfaction at or above the midpoint (benchmark) for each of the 4 years evaluated. The faculty facilitation was also rated highly.ConclusionThe results of this 4-year study indicate that the Rural IPE program curriculum effectively employed technology to meaningfully engage rural learners in the acquisition and application of interprofessional competencies.
AB - PurposeThe purpose of this 4-year study was to explore the efficacy of a multimodal interprofessional education (IPE) curriculum that was developed for learners at rural campuses.MethodsOver the study period, participants included 113 learners and 7 faculty facilitators from 4 degree programs: Physician Assistant Studies, Social Work, Imaging Sciences, and Medicine. The study used a mixed-methods design, which included a combination of rating scale items (quantitative) and open response items (qualitative).ResultsThe results demonstrated statistically significant gains in the development of interprofessional competencies and a medium-large effect size for practical significance. The overall program evaluation ratings demonstrated learner satisfaction at or above the midpoint (benchmark) for each of the 4 years evaluated. The faculty facilitation was also rated highly.ConclusionThe results of this 4-year study indicate that the Rural IPE program curriculum effectively employed technology to meaningfully engage rural learners in the acquisition and application of interprofessional competencies.
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U2 - 10.1097/JPA.0000000000000378
DO - 10.1097/JPA.0000000000000378
M3 - Article
C2 - 34313652
AN - SCOPUS:85114958116
SN - 1941-9430
VL - 32
SP - 176
EP - 181
JO - Journal of Physician Assistant Education
JF - Journal of Physician Assistant Education
IS - 3
ER -