A Multilevel Model for Evaluating Interprofessional Learning

Abstract

Medical schools should engage in best practices for evaluating preclinical interprofessional collaborative programs. This innovation models a multilevel program evaluation of Interprofessional Clinical Experience (ICE), a required course for all first-year medical students. Data from student course evaluations and preceptor surveys determined that the course was effective at teaching interprofessional practices. Competency assessments showed nearly all students achieved the expected level. On the Readiness for Interprofessional Learning Scale, students increased their self-reported attitudes around interprofessional practices. Improvements to the ICE course will continue based on student and preceptor feedback from this multilevel program evaluation.

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Acknowledgments

We would like to thank all the healthcare professionals that volunteered their time and allowed students to actively observe them in the clinical environment. This course would not have been possible without their efforts. We would also like to thank Angie Sullivan for the hard work and commitment she has dedicated to helping develop and run the ICE course and Paula Ross, PhD, for critical review of the paper.

Funding

This work was partially supported by a grant from AMA Accelerating Change in Medical Education.

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Correspondence to Joseph B. House.

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The authors declare that they have no conflict of interest.

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This study was reviewed by the University of Michigan Institutional Review Board (IRB) and determined to be Not Regulated under Quality Improvement/Evaluation category.

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House, J.B., Cedarbaum, J. & Santen, S.A. A Multilevel Model for Evaluating Interprofessional Learning. Med.Sci.Educ. 31, 349–353 (2021). https://doi.org/10.1007/s40670-020-01193-8

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Keywords

  • Evaluation
  • Interprofessional education
  • Interprofessional collaborative
  • Education
  • Mixed methods