Is anatomy dissection effective IPE? (18.2)

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 elective was instituted at McMaster University in 2008 and run annually. This 10 week, problem‐based learning gross anatomy elective was carried out by IP teams consisting of students in medical, midwifery, nursing, physician assistant, occupational therapy and physiotherapy programs. Of 100‐140 interested students, 28 are 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 changes in attitudes and perceptions towards IPE and collaboration, while qualitative analysis of exit interview data were used to evaluate the entire event. 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. Qualitative analysis of interview data supports the quantitative findings and highlighted key differences between short and long duration IPE experiences.