Abstract
Health, Interprofessional Practice and Education is a peer-reviewed, open access journal dedicated to increasing the availability of high-quality evidence to inform patient care and practitioner education from an interprofessional perspective. HIPE is aimed at academics, practitioners and student-practitioners who seek to become more knowledgeable and skilled at working with providers in other health disciplines for the purpose of providing compassionate, quality, integrated care to diverse patient populations.HIPE is published by Pacific University Libraries | ISSN 2641-1148
Highlights
Introductory interprofessional education (IPE) experiences offered in a variety of formats can be beneficial to students, there is little research evaluating students’ attitudes throughout a sequence of introductory IPE activities
Improvements in student attitudes about IPE following the online course were retained after the in-person event
Student responses differed between academic levels and genders, suggesting that these factors should be considered when designing introductory IPE experiences for a broad range of participants
Summary
Introductory interprofessional education (IPE) experiences offered in a variety of formats can be beneficial to students, there is little research evaluating students’ attitudes throughout a sequence of introductory IPE activities. Effective interprofessional education (IPE) supports collaborative healthcare practices that may, in turn, improve patients’ health outcomes (Smith et al, 2019; World Health Organization, 2010). IPE is an approach to education and practice in which students from two or more health care disciplines learn about, from and with each other to enhance effective collaboration (World Health Organization, 2010). IPE is crucial for health professional students to help them develop the competencies they need to collaborate effectively with other health professionals on healthcare teams. Such highlyfunctioning healthcare teams are expected to benefit healthcare by increasing positive patient experiences, improving population health, reducing healthcare costs and improving professionals’ satisfaction (Sweet et al, 2019). The online course was open for 14 days and was facilitated by a lead faculty member and a graduate student instructor
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