Physician Trainee Collaborative Competency after Exposure to Interprofessional Education: A Quasi-Experimental Study

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N

146

Interdisciplinary Approach; Professional Education; Medical Students; Cooperation; Competence; Statistical Analysis; Comparative Analysis; Student Surveys; Communication (Thought Transfer); Role; Responsibility; Conflict Resolution; Teamwork; Medical Education; Instructional Effectiveness

Ohio; California; Michigan

978-1-369-44742-2

Interprofessional education (IPE) for health care students may be one approach to improving health care outcomes by increasing collaboration among health professionals. However, the influence that IPE experiences are having on collaborative competency is unknown. Collaboration competency is crucial for physician trainees because they will practice as leaders of collaborative teams. The problem is that the literature varies on whether IPE experiences for physician trainees improves collaboration competency and little is known about whether IPE positively influences collaboration competency. The purpose of this quantitative, quasi-experimental study was to compare the collaboration competency level of physician trainees who had participated in IPE with a control group of physician trainees who had not participated in IPE. Physician trainee collaboration competency level was assessed using the Interprofessional Collaborative Competencies Attainment Survey (ICCAS) which features on six interprofessional core competencies: (a) communication, (b) collaboration, (c) roles and responsibilities, (d) collaborative patient and family-centered approach, (e) conflict management and resolution, and (f) team functioning. The sample came from physician trainees who were members of the following organizations: (a) Student Doctor Network (SDN), (b) the Ohio State Medical Association, (c) Orthogate, (d) the SDN LinkedIn group, (e) the California Academy of Family Physicians, and the (f) Michigan Academy of Family Physicians. A Mann-Whitney U analysis indicated no statistically significant difference at the pre-set p-value 0.05 level between the IPE and GME groups on five constructs: (a) communication, collaboration, (b) roles and responsibilities, (c) collaborative patient and family-centered approach, and (d) conflict management resolution. The null hypothesis that there was no relationship between these constructs and IPE for physician trainees was not rejected. However, there were statistically significant differences between the IPE and GME group on the team functioning construct, p = 0.000. The null hypotheses that there was no relationship between team functioning and IPE for physician trainees was not rejected. The findings from this study suggest that IPE may impact physician trainees' self-assessed team functioning skills more than other collaborative competency skills. Future research studies should replicate this study with a larger sample size to determine if, regarding the other ICCAS constructs, statistically significant differences exist between physician trainees who have participated in IPE versus those who have not. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

As Provided

2017

ED575311