Perceptions Of Interprofessional Education Research Articles

Dissecting through the decade: a 10-year cross-sectional analysis of interprofessional experiences in the anatomy lab

ABSTRACT Interprofessional education (IPE) is prioritized as a critical component in preparing pre-licensure health professional students for effective teamwork and collaboration in the workplace to facilitate patient-centered care. Knowledge in anatomy is fundamental for healthcare professionals, making interprofessional anatomy education an attractive intervention for IPE and anatomy learning. Since 2009, the Education Program in Anatomy at McMaster University has offered an intensive 10-week IPE Anatomy Dissection elective to seven health professional programs annually. From 2011, students were invited to complete the Readiness for Interprofessional Scale (RIPLS) and Interprofessional Education Perception Scale (IEPS) before and after the elective. A total of 264 students from 2011 to 2020 completed RIPLS and IEPS. There were significant differences before and after the elective in students’ total RIPLS scores and three of the four subscales: teamwork and collaboration, positive professional identity, and roles and responsibilities. Similarly, there were statistical differences in the total IEPS scores and two of three subscales: competency and autonomy and perceived actual cooperation. Statistically significant differences in RIPLS and IEPS total scores across several disciplines were also observed. This study demonstrates the elective’s impact in improving students’ IPE perceptions and attitudes, likely from the extended learning and exposure opportunity with other disciplines.

The Impact of the Advances in Labour and Risk Management (ALARM) Course on Learners’ Perceptions of their Own and Others’ Professions

Background: Simulation-based training in emergencies is beneficial for all professionals who work in obstetrics. However, managing obstetric emergencies requires both technical and non-technical skills such as teamwork. Interprofessional education (IPE) offers an effective strategy for learning competencies in collaboration and teamwork. The Advances in Labour and Risk Management (ALARM) course offers a platform for simulated training in obstetric emergencies and has been offered for learners in maternity care at our university for the past five years. Objective: The aim of the project was to explore the impact of interprofessional learning during the ALARM course on the attitudes and perceptions of learners in maternity care. Methods: A two-part questionnaire was administered to midwifery students and to family medicine and obstetric residents before and after the ALARM course. The questionnaire incorporated the Interdisciplinary Educational Perception Scale (IEPS) and open-ended qualitative responses. Results: Despite openness to and awareness of the importance of collaboration for patient care demonstrated in the qualitative analysis, there was a statistically significant difference between learners’ pre- and post-ALARM IEPS scores, indicating more negative perceptions of IPE following the intervention. Conclusion: Learners in maternity care are aware of the need for collaboration in practice. More explicit attention to teamwork and collaboration as a component of the ALARM course would promote development of both technical skills and nontechnical collaborative competencies. This article has been peer reviewed.

The Importance of Interprofessional Education in Developing Collaboration-Ready Biomedical Scientists For Translational Research

The biomedical sciences have advocated for interdisciplinary training to bridge the bench-to-bedside gap and strengthen translational research outcomes. As a functional extension of interdisciplinary collaboration, interprofessional education (IPE) represents a viable solution to strengthen collaborative relationships among basic science researchers and other health professional students at a very early stage in their academic journey in order to benefit patient-centered care. To support this direction, we developed a two-year longitudinal IPE curriculum at our institution (6 schools and 19 programs) termed TEAM UPTM. The focus of TEAM UPTM Year 1 includes building an interprofessional team while developing effective communication and collaboration skills. Case-based activities and a Health Partner Project are the main learning activities during the year. The Health Partner Project connects each diverse student team with an individual in the community to learn about the Health Partner's lived experiences and health-related goals. For the purposes of this report, we evaluated post-Year 1 individual perceptions and reflection assignments. The past 5 cohorts (2018-2022) have included a total of 42 biomedical sciences students (2018=10; 2019=11; 2020=10; 2021=8; 2022=3). After the final Year 1 session, students were asked to complete two assignments: a quantitative IPE perceptions survey and a written reflection focused on their interprofessional growth over the past academic year. IPE perceptions were measured using the Student Perceptions of Interprofessional Clinical Education-Revised Instrument, Version 2 (SPICE-R2) and examined retrospectively. We hypothesized that student SPICE-R2 scores would increase following participation in the TEAM UPTM curriculum. Indeed, when data are pooled across all five years, students exhibited a significant increase in total SPICE-R2 scores (p<0.001 by paired Student’s t-test). SPICE-R2 subscores were also analyzed separately, representing IPE attitudes related to (A) Teamwork, (B) Roles & Responsibilities, and (C) Patient Outcomes. One-way repeated-measures ANOVA analysis of score changes discovered a significant main effect of subscore category (p<0.001), with subsequent Bonferroni post hoc analyses revealing greater changes in the Roles & Responsibilities subscore (p<0.001) relative to the Teamwork and Patient Outcomes subscores. Student reflections were also analyzed using a qualitative approach, indicating a greater appreciation of communication skills as applied to decision-making and belief that building relationships with health providers would allow for better translational research. These findings highlight IPE as an innovative strategy to support collaborative mindsets and bidirectional relationships between biomedical science researchers and health providers at an early educational stage. P60AA009803. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Changes of Interprofessional Education in Athletic Training: A 5-Year Follow-up Study

Interprofessional Education (IPE) prepares students in the healthcare field for collaborative practices. Faculty perceptions of IPE have been investigated among several health professions. We assess athletic training (AT) faculty perceptions of the importance of the four IPE competencies, their attitudes towards IPE, their attitudes and beliefs about IPE in the academic settings, their perceived barriers, and opportunities towards implementing IPE in AT curricula; and how these have changed. This study utilized a cross-sectional online survey administered anonymously in 2017 and 2022. The study population was faculty from accredited AT education programs in the USA identified through the National Athletic Trainers’ Association (NATA). We find that in the last five years, faculty perception of IPE has shifted to a more positive attitude toward understanding and implementing IPE in AT programs. However, data showed no significant differences between the initial and follow-up studies. Values and ethics and teams and teamwork were the two competencies ranked the highest in both studies. Younger respondents ranked communication higher than older respondents. Barriers to IPE implementation included lack of resources, allocated funding, and institutional support. The creation of an IPE program coordinator was one of the opportunities highlighted. Faculty of AT programs are aware of the importance of IPE and demonstrated a general positive attitude toward implementing IPE in their AT curricula. However, several barriers have been identified, including a perceived negative attitudes toward AT from other health professions.

Evaluation of an online interprofessional course on ethics and professionalism: experience of medical, dental, and pharmacy students

IntroductionEthics and professionalism in the health professions reflect how health professionals behave during practice, based on their professional values and attitudes. Health professions education institutions have implemented various strategies for teaching ethics and professionalism, including interprofessional education. The aim of the study was to evaluate the perception of undergraduate health professions students about the outcomes of an online interprofessional course in ethics and professionalism as well as their perception of interprofessional education and the importance of ethics and professionalism after taking the course.MethodsThis is a descriptive cross-sectional study that targeted medical, dentistry, and pharmacy students. A researcher-made 31-item questionnaire was used. The questionnaire was tested for face, content, and construct validity. Reliability of the questionnaire was estimated by Cronbach alpha test. Descriptive statistics were used. T-test was performed to compare the results of male and female students and ANOVA was performed to compare the results of medical, dentistry, and pharmacy students. Statistical significance was set at p < 0.05.ResultsFactor analysis of the questionnaire yielded three factors, namely course evaluation, perception of interprofessional education, and importance of ethics and professionalism in health professions education. The study participants expressed positive perceptions of all aspects of the course. They reported positive perceptions of interprofessional education, highlighting its benefits in enhancing understanding, teamwork skills, and respect for other healthcare professionals. The findings reveal some program-related differences in participants’ responses, where medical students showed higher ratings of all aspects of the course, interprofessional education and importance of ethics and professionalism.ConclusionStudents of the three programs showed positive perceptions of the online IPE course on ethics and professionalism as well as the benefits of IPE and the importance of ethics and professionalism. This highlights the effectiveness of the course in addressing such important aspects of health professions education.

Medical Students' Perception of Interprofessional Education: A Cross-Sectional Study.

Background and objective Interprofessional education (IPE) involves learners from multiple health professions learning collaboratively to improve patient care. This study assessed medical students' perceptions of IPE at Taibah University in Saudi Arabia. Methods In this cross-sectional study, 319 medical students in years two to six of graduate medical school and internships completed the Readiness for Interprofessional Learning Scale (RIPLS) questionnaire between April 2022 and July 2022. RIPLS consists of 19 items measuring teamwork/collaboration, negative/positive professional identity, and roles/responsibilities. Comparisons were made based on gender and academic level by using the Mann-Whitney U and Kruskal-Wallis tests. Results Students generally expressed positive attitudes towards IPE. The majority agreed that IPE improves teamwork, communication, and patient care. In our cohort, 148 students (46.4%)strongly agreed and 140(43.9%) agreed that shared learning enhances understanding of clinical problems. However, 186 students (60%) disagreed that clinical problem-solving is profession-specific. On the teamwork/collaboration subscale, 279 students (87.7%) strongly agreed that learning with others makes them more effective team members. Regarding negative identity, 186 students (58.3%) disagreed that learning with other students wastes time. By gender, males had lower ranks for negative identity (p=0.03) and positive identity (p=0.03) versus females. As for academic level, clinical students and interns had higher and lower ranks, respectively, for negative identity (p<0.01). Conclusion Based on our findings, medical students generally hold favorable views toward IPE and recognize its benefits for collaboration, communication, and patient care. Incorporating IPE throughout medical training may further improve attitudes and interprofessional skills.

Student Perceptions of Interprofessional Education: Associations with the Major Subject, Previous Education and Work Experience

Based on previous studies, it was hypothesized that the personal background of students, including previous qualifications and work experience, may be one factor affecting their perceptions of interprofessional education. In a cross-sectional study, the associations between students’ (N = 149) gender, major subject, previous degrees, and interprofessional work experience, perceptions of interprofessional education, and appraisal of members of their own profession in interprofessional cooperation were examined. According to the most noteworthy results, having more interprofessional work experience and a previous degree from a university of applied sciences was associated with perceiving interprofessional studies to be more useful. Moreover, having less interprofessional work experience was associated with perceiving members of one’s own profession more positively regarding interprofessional cooperation. It is suggested that also these background variables are considered when designing and implementing interprofessional education.

Pharmacy School Students’ Perceptions of Interprofessional Education

Pharmacy School Students’ Perceptions of Interprofessional Education

Athletic Training Preceptor Perceptions of Interprofessional Collaborative Practice in Clinical Learning Experiences

Background: Interprofessional education and collaborative practice are standards that have been added to the accreditation standards for athletic training education. Athletic training educators will need to provide interprofessional experiences to their students to remain compliant with the standards. The goal of the mixed methods study was to explore athletic training preceptors' perceptions of interprofessional education and collaborative practice in the clinical setting. Methods: A total of 34 athletic training preceptors completed the full online survey, and of those, 5 completed the semi structured interview. Participants completed an asynchronous online module and a retrospective pretest survey using the ISVS-21 about their beliefs, behaviors, and attitudes about interprofessional education and practice. Participants that volunteered were asked additional questions during a semi-structured interview. Results: The findings of this study found that the educational module was effective in increasing the beliefs, behaviors, and attitudes of athletic training preceptors with a short online module and that preceptors had positive attitudes/beliefs about IPE/IPCP, however, preceptors identified lack of education about IPE/IPCP and barriers to implementing IPE/IPCP with and without students that influenced their use of IPE/IPCP. Conclusion: Athletic training programs could educate and develop athletic training preceptors in interprofessional education and clinical practice to help develop opportunities for athletic training students in the clinical setting.

Student Perceptions of Integrating Interprofessional Education and Overcoming Barriers: A Case Report

Context Health care education programs require interprofessional education (IPE) as a curricular requirement to prepare students for collaborative practice upon entrance to the field of health care. However, there are still barriers to integrating IPE, and there is a need for more research regarding athletic training student perceptions and learning from IPE education and how program faculty can overcome barriers to IPE. Objective The purpose of this case report is to examine how program faculty have overcome barriers to IPE within a professional-level, master’s degree–granting athletic training program (ATP) at a small liberal arts institution in the Midwestern United States. In addition, we investigated the students’ perceptions of IPE. Design We examined one ATP and how specific barriers to IPE were overcome, and student perceptions of IPE. Intervention(s) The ATP program faculty developed relationships with 3 different disciplines to develop and host 3 separate workshops. Collaborative workshops were designed with physician assistant, graduate mental health counseling, and undergraduate social work programs. We used the Interprofessional Collaborative Competencies Attainment Survey as a pre- and post-workshop assessment for student perceptions and learning. Results All participants reported higher scores after each workshop with no significant differences between the disciplines. Initial results from each workshop revealed no student benefited more than any of the other students. In addition, program faculty were able to overcome common barriers to achieve planned IPE within the ATP curriculum. Conclusions Health care is a collaborative field, and to ensure patients receive the best care possible, health care students must be educated in collaborative practice. While barriers exist to integrating IPE into health care education programs, faculty who collaborate with one another can overcome these barriers to develop meaningful IPE.

A mixed methods study to assess perception of interprofessional learning among pre-university students for medicine and dentistry

Interprofessional education (IPE) leads to positive mutual attitudes, better understanding of professional roles in caring for patients.This study was undertaken to assess the perception of interprofessional education of pre-university students even before they enter professional courses.: This is a mixed methods sequential explanatory study design involving sixty-four pre-university students, who were exposed to interprofessional related activity by interacting with medical and dental students on given health scenarios. The interprofessional education and interdisciplinary education perception scale (IEPS) to measure the student’s perception towards IPE. Wilcoxon Signed Rank test were calculated. The qualitative analysis was done to further analyse the quantitative data through online interviews.The student’s perception towards competence &amp; autonomy, perceived need for cooperation, perception of actual cooperation and understanding other’s value were significantly higher from somewhat disagree of score 3 (P&amp;#60;0.001). Most foundation year students realized that by learning with various professional students would make them effective member of health care team and promote collaborative practice. : It can be a good idea to sensitize the pre university students to interprofessional education.

Interprofessional education during international electives: Perceptions of health professions students from selected institutions in Africa

ABSTRACT Although international electives provide important opportunities for the development of interprofessional education and collaboration practice skills, there is limited literature that describes students’ perceptions in various training institutions in Africa. This study aimed to address this gap by establishing the student’s perceptions of interprofessional education during international electives from four African health professional training universities. This was a cross-sectional quantitative study. Data were collected online using the Readiness for Interprofessional Learning Scale from 135 student participants. Linear regression and multilinear regression were used to establish relationships between socio-demographic characteristics and the student’s perception of interprofessional education during international electives. There was a high overall positive perception (76 SD± 8.1) among the student participants of interprofessional education during international electives. Almost all the students (88.9% n = 120) thought interprofessional education during international electives would help them become better team workers during future practice and enhance their communication skills. There were high mean scores regarding positive perceptions of teamwork and collaboration (39.5 SD± 4.9), positive professional identity 17.6 (SD± 2.6), and understanding roles and responsibilities (7.4 SD± 2.0). There is a generally positive perception of interprofessional education during international electives among health professions students from various African university institutions.

PENYUSUNAN DAN UJI COBA PROGRAM INTERPROFESSIONAL EDUCATION (IPE) DARING PADA MAHASISWA FAKULTAS KEDOKTERAN UNIVERSITAS X: SEBUAH STUDI DENGAN METODE CAMPURAN

InterProfessional education (IPE) is a strategy used to prepare interprofessional collaboration teams in the future. However, with the various restrictions on social interaction during the COVID-19 pandemic, it encourages innovation in learning methods. Therefore, this study aims to design an online interprofessional learning module at the Faculty of Medicine of X University (FK X) as a strategy to prepare collaboration teams in the future. This study uses a mixed-method approach to obtain the data needed. A qualitative approach is used to obtain an overview of stakeholders' needs for online IPE learning design. The respondents consisted of study program leaders, lecturers and students of several study programs at the Faculty of Medicine, University X (FK X). Data collection was carried out with structured interviews and focus group discussions (FGDs). The data is recorded and made verbatim, then coding is carried out and arranged into themes and sub-themes. Evaluation of the online IPE teaching design was carried out by measuring students' perceptions of interprofessional education before and after taking the module using the IEPS (Interdisciplinary Education Perception Scale) questionnaire. The first stage of qualitative research (structured interviews and FGDs) on the leadership element, 2 lecturers, and 5 students of each study program resulted in as many as 14 themes and 47 sub-themes which were described into module learning outcomes, study topics, learning activities, and characteristics of online IPE module students. The module evaluation was carried out by testing the differences in perceptions of 252 students towards pre- and post-module interprofessional education. Wilcoxon's bivariate test results showed a significant difference in perception scores for post-module inteprofessional education compared to premodule( p=0.00). There is a positive difference, namely the number of post-module scores that are greater than the pre-module score of 141 people. The increase in perception scores can also be seen from the results of the bivariate analysis of the Medicine, Nursing, Midwifery, and Psychology Study Programs. This research shows that the implementation of the FK X online IPE module has succeeded in increasing students' perceptions of competence and autonomy, the perceived need to cooperate, and perceptions of interprofessional cooperation. This breakthrough is an alternative solution that can be considered for interprofessional learning during a pandemic

Interprofessional education during experiential learning placements for student pharmacists in Scotland. Exploring current support provision and stakeholder views

Abstract Introduction Increasing global awareness that interprofessional team working is essential within modern healthcare systems has led to regulatory bodies mandating the inclusion of interprofessional education (IPE) within undergraduate curricula. The General Pharmaceutical Council specifies in the 2021 initial education and training standards the requirement for an interprofessional learning plan in which “IPE must mirror practice”.1 Pharmacy educators are intensifying their efforts to ensure student pharmacists are presented with opportunities to develop collaborative competencies. Curricular development and implementation initiatives must explore structures and processes to ensure that experiential learning (EL) environments are conducive to supporting student pharmacists’ interprofessional learning. Aim To explore structures and processes needed to support effective planned and unplanned IPE during EL placements for student pharmacists. Methods A mixed methods approach underpinned by the Biggs 3P theoretical framework was adopted.2 This included (1) A document analysis reviewing resources including student pharmacist/EL facilitator university handbooks and NHS Education for Scotland Preparation for Facilitating Experiential Learning (PFEL) training - a mandatory requirement for all EL facilitators hosting student pharmacists on placement in Scotland. (2) A pre-piloted online survey distributed to EL facilitators. Survey development, guided by the Interprofessional Facilitation Scale, aimed to encourage EL facilitators to self-evaluate their own IPE facilitation skills.3 The final survey tool included ten items with responses rated on a 4-point Likert scale (Poor, Fair, Good and Excellent) and a demographic section (3) Online semi-structured focus groups/dyadic interviews conducted with six EL facilitators, four practice educators and two academic staff were recorded and transcribed. Descriptive statistics were employed for quantitative data generated from the survey tool; for qualitative data content analysis was applied to develop emerging themes. Ethical approval was granted (S292) from the School of Pharmacy and Life Sciences Ethics Review Committee at Robert Gordon University. Results (1) The document analysis concluded that although the resources reviewed could not be specifically classed as training to support IPE, data collected provided context to EL placements and the training and pre-activities that student pharmacists and EL facilitators complete. Three main themes emerged: “Lack of specific IPE training focus”, “Varied terminology”, “Lack of IPE pre-learning activities”. (2) The survey was completed by ninety EL facilitators working in various practice settings: hospital 41.1% (n=37); primary care 25.6% (n=23); community 21.1% (n=19); academia 2.2% (n=2); other 8.9% (n=8). Survey responses indicated that 51.1% (n=46) and 42.2% (n=38) of respondents rated their ability to role model positive interactions with other healthcare professionals as good and excellent. However, responses to items relating more specifically to IPE facilitation skills indicated a lower confidence level. (3) Initial themes emerging from focus groups/dyadic interviews include “Profession-related perceptions of IPE”, “Factors influencing IPE delivery and student learning”, “Factors influencing future developments”. Discussion/Conclusion This exploratory study has provided valuable insight into multifactorial aspects affecting IPE during EL placements; this will be used to guide future development of IPE initiatives. One limitation is that student pharmacists were not included in this study; the next phase of this research programme will explore student pharmacists’ perceptions of IPE in EL.

Implementation of an interprofessional education session for postgraduate trainees

AbstractPostgraduate residency training provides an opportunity to acquire and apply skills and behaviors learned through interprofessional education (IPE) sessions. Little data exists regarding the perceptions of resident trainees on benefits and barriers of IPE. In this paper, we describe the development and implementation of a case‐based IPE activity focused on chronic obstructive pulmonary disease management and inhaler technique in order to explore pharmacy and medicine resident perceptions of IPE. Perceptions of IPE were logged via survey and interviews in parallel with participation in the IPE activity and were analyzed with a constructivist grounded theory approach to identify common themes. Four themes supporting IPE models were found including better understanding of another profession's skills, integration of another profession's skill and perspective to improve patient care, recognition of gaps in expertise, and perception of time and coordination as barriers to learning with other professions. In conclusion, IPE activities improve and advance the perceptions and knowledge that medicine and pharmacy residents have about each other's professions.

Acceptance of interprofessional education (IPE) for educators at health-based faculty universitas nahdlatul ulama Surabaya

Introduction: Health professionals as key players in the health effort, who must prepare to face the 'triple burden' of challenges such as the current pandemic COVID-19. Closely related to interprofessional education is the realization of a workforce that is prepared through independent learning to face change, social order, culture, labor needs and technological advances. The purpose of this study was to assess acceptance of interprofessional education among health-based undergraduate educators. Methods: Cross-sectional study design. Respondents are 45 educators from 141 educators from the Public Health, Nutrition, Nursing, Medicine, Midwifery, Occupational Health and Safety, and Medical Laboratory Technology Study Program. The instrument is a questionnaire that refers to the Interdisciplinary Education Perception Scale (IEPS) in the form of multiple-choice questions and the results are analyzed descriptively. Results: The result of the study is respondents agree that educators need to work with other professions through interprofessional education is 62,2%. Respondents that said about individuals in their profession are very positive about their contributions and achievements are 71,1%. 68.9% of respondents trust each other's professional judgment. There are 40% of respondents who do not agree with the assumption that their status profession is looked higher than other professions. 64,4% of respondents understand that they need to make every effort to understand the capabilities and contributions of other professions. Conclusion: The results of this study indicate that educators' perceptions of IPE can provide an understanding of the need for collaboration and a better attitude in teamwork through interdisciplinary education. Further research is needed to explore other factors that may influence specific perceptions among educators.

THE READINESS FOR INTERPROFESSIONAL EDUCATION IMPLEMENTATION DURING COVID-19 PANDEMIC IN INDONESIA: A DESCRIPTIVE STUDY

Background: The importance of the interprofessional education (IPE) program has been depicted through various forms of the IPE curriculum. The COVID-19 pandemic has forced a change in the implementation of IPE; this has caused the method of implementing IPE to change online. This study aims to assess the readiness of three different healthcare professions for implementing IPE using the Readiness for Interprofessional Learning Scale (RIPLS).Methods: The RIPLS survey was completed by 108 medical students, 40 pharmacy students, and 30 nursing students at Universitas Syiah Kuala, Indonesia. The survey was done after the students carried out the online IPE intervention, which was held during the COVID-19 pandemic. They also completed open-ended questions reflecting their attitude towards and experience from the online IPE implementation.Results: There was no significant difference regarding student readiness for interprofessional learning among the three academic disciplines. Generally, as many as 57.9% of students showed a positive perception of IPE. Separate analysis for each study program showed that all of them were in the high range of scores for positive perception. Pharmacy students have the highest positive perception of IPE (60%), while medical and nursing students’ scores were 54.6% and 53.3%, respectively. Qualitative interviews revealed that: 1) the scheduling of IPE implementation was not suitable for the students, 2) the online communication between professions was not as effective as expected challenging, and 3) there was a growing awareness to respect other professions.Conclusion: It can be concluded that conducting the IPE program during the COVID-19 pandemic experienced many obstacles, especially communication. However, it still maintains the main objective of IPE, which is to respect other professions.

Perceptions of interprofessional education among Malaysian clinical healthcare students.

Interprofessional education (IPE), which is aimed at improving the quality of patient care and overall health outcome, has been advocated to prepare future healthcare professionals for collaborative practice OBJECTIVES: This study aimed to investigate the perceptions of IPE among clinical healthcare students at a Malaysian institution METHODS: A validated questionnaire, developed from previous studies, was distributed online to selected final year students of 10 clinical programs from medical, dental, pharmacy and health sciences faculties (n=501). Quantitative data was analyzed via chi-square test (significance value p<.05) using social sciences software (SPSS). The overall response rate was 76.4% (n =383). About 63.2% of respondents reported having experienced IPE. This experience took place in lectures (32.1%) and online courses/webinars (36.2%). The majority of respondents provided positive feedback on various aspects of IPE. There was an insignificant difference among respondents across all programs in terms of their perception of its importance and effectiveness as well as their own preference for multidisciplinary lectures as a mode to conduct IPE. Most students agreed that challenges in conducting IPE include time constraints (83%), communication difficulties (70.8%), and lack of skills (57.4%), with no significant difference across programs. Students opined that IPE was beneficial in providing exposure to other disciplines, encouraging peer interactions, developing new skills, and improving overall learning experience. However, some reported challenges in integrating with other students, while others cited compromised experience due to problems with crowd control CONCLUSION: Students' support for IPE has positive implications for future implementation and highlights areas for improvement and further development.

Interprofessional Collaborative Clinical Practice in Medicine and Pharmacy: Measure of Student Perceptions Using the SPICE-R2F Instrument to Bridge Health-Care Policy and Education in France.

Background: Public health policies in France and the USA promote health professionals’ collaborative practices in accordance with World Health Organization recommendations emphasizing the need to promote interprofessional education and training. To optimize alignment of health-care policy and education, a scientific evidence-based approach is required. Methods: A French translation (SPICE-R2F) of the Student Perceptions of Interprofessional Clinical Education—Revised instrument, version 2 (SPICE-R2) was generated. SPICE-R2F was then completed by a multicentric cohort of French health students, and confirmatory factor analysis was utilized to evaluate the validity and reliability of this instrument based on response patterns. Results: Translation of SPICE-R2 was validated evaluating psychometric properties and conducting a confirmatory factor analysis (CFA). Adequate model fit was demonstrated using RMSEA (root mean square error of approximation) and CFI (comparative fit index) model fit criteria. Within each factor, however, low to moderate levels of reliability were observed between items. These observations diverge from other countries and highlight a potential French singularity. Conclusion: Our results suggest the need to improve interprofessional clinical practice education in France at early stages in the health-care curricula. The SPICE-R2F instrument may represent a valuable evidence-based tool to characterize perceptions of interprofessional education and training of health-care students and professionals in France.

Effectiveness of a Virtual Interprofessional Educational Activity on the Perceptions and Attitudes of OT Students

Abstract Date Presented 04/02/2022 Coronavirus disease 2019 forced educators to provide virtual content while maintaining standards such as interprofessional education (IPE). The purpose of this study was to evaluate the impact of a virtual IPE activity on students’ attitudes and perceptions of IPE and to compare virtual with in-person IPE learning. Quantitative analysis found that virtual IPE can improve students’ attitudes and perceptions toward IPE and that it may be have as much impact as in-person activities. Qualitative analysis supports these findings. Primary Author and Speaker: Casey Humphrey Additional Authors and Speakers: Leah Shea Simpkins Contributing Authors: Aaron Sciascia, Christen Page, Karina Christopher, Lisa Jones