Dissecting through interprofessional barriers

Abstract

Interprofessional education (IPE) within health care programs has been shown to improve patient care and satisfaction, reduce clinical error rates, improve collaborative team behaviour, and diminish negative professional stereotypes. In recognizing this need for IPE as well as the universal commonality and interest in gross anatomy, an IP cadaveric dissection course was instituted at McMaster University in 2008. For the last 5 years this ten week Problem Based Learning (PBL)‐based gross anatomy course involving cadaver dissection in IP teams was offered to students in medicine, midwifery, nursing, physician assistant, occupational therapy and physiotherapy. Of 100–140 interested students twenty‐eight were randomly selected and allocated into 4 IP groups, consisting of 4–6 health professions each. Pre‐experience and post‐experience surveys consisting of the revised Interdisciplinary Education Perception Scale (IEPS) and revised Readiness for Interprofessional Learning Scale (RIPLS) were used to measure differences in attitudes and perceptions towards interprofessional education and collaboration, while qualitative analysis were used to evaluate these changes. Even though the students volunteered because of interest in an IP event, significant improvements were seen in the RIPL Subscale “Positive Professional Identity” and the IEP Subscale “Competency & Autonomy” and qualitative analysis indicated improvements in role clarity, anatomy knowledge, interpersonal facilitation and IP learning.