Planning and Assessing Curricula Using a Campuswide Measure of Interprofessional Competency

Alan Dow, MD, MSHADirector, Center for

Interprofessional Education and Collaborative Care

Funding and Disclosures

Funding from the Josiah H. Macy Jr Foundation as a Macy Faculty Scholar and from the Donald W. Reynolds Foundation

Collaborators: Sharon Lanning, Deborah DiazGranados, Kelly Lockeman, Paul Mazmanian, Moshe Feldman, Jessica Evans, and many, many other faculty

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Objectives

Describe an approach to using the IPEC competencies to assess interprofessional outcomes

Apply findings from a campuswide survey of IPEC competencies to curriculum development

Consider how to link individual learning experiences with overarching interprofessional competencies

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Community/Population

Healthcare System

Interprofessional Care Delivery

Berwick DM et al. (2009). Health Affairs.

Interprofessional Education Collaborative Expert Panel. (2011).

Interprofessional CollaborativePractice Competencies

Values/Ethics

(n = 10)

Roles/ Responsibilities

(n = 9)

Inter- professional

Communication(n = 8)

Teams and Teamwork

(n = 11)

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38 original IPEC competencies

5 Items split into 10 items

32 competencies converted directly

into items

1 competency omitted

42 items comprise the final questionnaire

All items given stems and assigned to 5 point

Likert scale

Survey Population

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Allied HealthNine Departments

DentistryDDS and Dental

Hygiene

MedicineMD and non-MD

students

NursingBSN, MSN, PhD

Pharmacy

All students enrolled in clinical degree programs on VCU’s Health Science Campus

Results: 2012 481 completed surveys Overall response rate: 14.9% Response rate by School:

Allied Health – 4.1% Dentistry – 7.0% Medicine – 25.4% Nursing – 7.8% Pharmacy – 26.3%

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Factor Analysis and Reliability Four domains:

accounted for 79% of the variance in responses aligned with four IPEC domains

Overall scale reliability: α=.99 Reliability by domain

Values and Ethics: α =.98 Roles: α = .95 Communication: α = .95 Teamwork: α = .97

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Center for Interprofessional Education and Collaborative Care

Early Learners

Advanced Learners Practitioners

Effective, efficient,

appropriatecollaborative

practice

Build core knowledge (Roles & Responsibilities, Communication, Teams)

Maintain high attitudes (Value & Ethics)

Collaborate (Communication, Teams & Teamwork)

Interprofessional Case Series

Center for Interprofessional Education and Collaborative Care

Early Learners

Advanced Learners Practitioners

Effective, efficient,

appropriatecollaborative

practice

Build core knowledge (Roles & Responsibilities, Communication, Teams)

Maintain high attitudes (Value & Ethics)

Collaborate (Communication, Teams & Teamwork)

Interprofessional Critical Care Simulations

N = 124

Virtual Case Experience

Virtual Case Experience

**

**

**

**

*

*

IPEC Survey: 2013

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Allied HealthNine Departments

DentistryDDS and Dental

Hygiene

MedicineMD and non-MD

students

NursingBSN, MSN, PhD

Pharmacy

Domain differences

remain.No

significant differences

between years

No significant differences

No significant differences

Final Thoughts

Our IPEC competency measure helps structure curriculum.

Is lack of change between years a result of the measure, the assessment process, the curriculum, or the educational dose?

Our goal: educate populations of learners benefit community health

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Questions and Discussion

awdow@vcu.edu

Feel free to email me if you would like to use our survey or curricular resources.