Abstract

Objective:The research assessed online learning modules designed to teach health professions students evidence-based practice (EBP) principles in an interprofessional context across two institutions.Methods:Students from nine health professions at two institutions were recruited to participate in this pilot project consisting of two online learning modules designed to prepare students for an in-person case-based interprofessional activity. Librarians and an instructional designer created two EBP modules. Students’ competence in EBP was assessed before and after the modules as well as after the in-person activity. Students evaluated the online learning modules and their impact on the students’ learning after the in-person session.Results:A total of 39 students from 8 health professions programs participated in the project. Average quiz scores for online EBP module 1 and module 2 were 83% and 76%, respectively. Following completion of the learning modules, adapted Fresno test of competence in EBP scores increased (p=0.001), indicating that the modules improved EBP skill competence. Student evaluations of the learning modules were positive. Students indicated that they acquired new information skills that contributed to their ability to develop a patient care plan and that they would use these information skills in their future clinical practice.Conclusions:Online EBP learning modules were effective in developing EBP knowledge and skills for health professions students. Using the same modules ensured that students from different health professions at different stages of their professional programs had consistent knowledge and enabled each student to fully engage in an interprofessional evidence-based activity. Student feedback indicated the modules were valued and beneficial.

Highlights

  • Interprofessional education (IPE) has become an important element in the education of health professions students and is a component of many health care program accreditation standards [1]

  • In 2016, the Interprofessional Education Collaborative (IPEC) released an updated report that established interprofessional collaboration as the central domain and expanded the competencies to further the “Triple Aim,” a framework developed by the Institute for Healthcare Improvement to optimize health system performance

  • The purpose of this study is to examine the effectiveness of online learning modules for educating health professions students about evidence-based practice (EBP) principles in preparation for an interprofessional in-person learning experience

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Summary

Introduction

Interprofessional education (IPE) has become an important element in the education of health professions students and is a component of many health care program accreditation standards [1]. The World Health Organization defines IPE as occurring “when students from two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes” [2]. In 2011, the Interprofessional Education Collaborative (IPEC), comprising a panel of experts from national associations of six health professions, published a report outlining the core competencies for interprofessional collaborative practice, the intended outcome of IPE. In 2016, the IPEC released an updated report that established interprofessional collaboration as the central domain and expanded the competencies to further the “Triple Aim,” a framework developed by the Institute for Healthcare Improvement to optimize health system performance. The three dimensions of the “Triple Aim” are improving the patient experience of care (including quality and satisfaction), improving the Journal of the Medical Library Association

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