Dissecting through barriers: interprofessional education, problem‐based learning, and gross anatomy (18.3)

Abstract

Healthcare delivery is reliant on a team‐based approach. Interprofessional education (IPE) provides a means by which such collaboration skills can be fostered. IPE within healthcare programs has been associated with many benefits, including improvements in patient care and satisfaction, reducing clinical error rates, and diminishing negative professional stereotypes. In recognition of the need for IPE, an IP gross anatomy dissection course was founded at McMaster University in 2009. Data has been collected from 5 cohorts to determine the influence of this IPE format on the attitudes and perceptions of students towards other health professions.Annually, 28 students from various programs are randomly assigned into IPE teams for 10 weeks. Sessions involve an anatomy and scope‐of‐practice presentation, a small‐group case‐based session, and a dissection. The Interdisciplinary Education Perception Scale (IEPS) and Readiness for Interprofessional Learning Scale (RIPLS) quantitatively measure pre‐ and post‐course attitudes and perceptions towards IPE and other health professions. Weekly surveys and culminating profession‐specific focus groups qualitatively evaluate these variables.5 year pre‐ and post‐course IEPS and RIPLS scores show significant improvements in positive professional identity, competency and autonomy, role clarity and attitudes toward other health professions. Qualitative results corroborated these findings and made suggestions for the development of similar longitudinal IPE curricula.The implementation of a 10‐week IPE dissection course provides a unique and effective venue for learning about scope‐of‐practice, fostering positive professional identity, and fostering positive attitudes toward IPE and IP collaboration.