Abstract
ABSTRACT Design and evaluation of interprofessional learning (IPL) in pre-qualification education lacks customization. In response to this, the Scale Measuring the Impact of Interprofessional Learning (SMIIL) was developed to facilitate the context-driven evaluation of IPL interventions in the undergraduate setting. Items of this scale reflect common IPL themes and align to levels one to three of the modified Kirkpatrick’s model. This scale was piloted in a cohort of 787 BMBS (Bachelor of Medicine Bachelor of Surgery) students at a medical school in the South West of England. A response rate of 22.7% was achieved despite the disruption of face-to-face data collection during the Covid-19 lockdown (March to July 2020). Descriptive statistics, factor analysis, and Cronbach’s Alpha were used to validate and refine the scale. The resultant SMIIL is a unidimensional instrument comprised of 17 items with an acceptable internal consistency (Cronbach’s α = 0.80). Further research is required to develop the scale fully and validate it by involving different cohorts of pre-qualification healthcare students in multiple localities and varying styles of IPL interventions.
Highlights
Over the years, medical education has moved away from the traditional lecture-based curriculum to be more reflective of professional practice
This paper will outline the development and initial validation of a scale designed specifi cally for the undergraduate context to measure the effect of interprofessional education (IPE)
Results from various studies demonstrate that students already possess positive attitudes to interprofes sional collaboration (IPC) before they participate in any Interprofessional learning (IPL) interventions (Reeves et al, 2016)
Summary
Medical education has moved away from the traditional lecture-based curriculum to be more reflective of professional practice. The body of evidence for IPE in undergraduate health education is limited and few evaluative tools have been developed for this setting (Freeth et al, 2019a; Reeves et al, 2016). An update for this review was conducted focussing on pre-qualification education Both reviews iden tified that a large proportion of the studies reported outcomes which align with levels 1, 2a, and 2b of the modified Kirkpatrick’s model. Results from various studies demonstrate that students already possess positive attitudes to interprofes sional collaboration (IPC) before they participate in any IPL interventions (Reeves et al, 2016) Perhaps, this is indicative of a shift in culture toward a more team-oriented approach in clinical practice. More than ever, it is important to explore outcomes beyond student perceptions or attitudes to
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