Skip to main content
SpringerLink
Log in

Positive and null effects of interprofessional education on attitudes toward interprofessional learning and collaboration

  • Published:
Advances in Health Sciences Education Aims and scope Submit manuscript

Abstract

Interprofessional education (IPE) for health and social care students may improve attitudes toward IPE and interprofessional collaboration (IPC). The quality of research on the association between IPE and attitudes is mediocre and IPE effect sizes are unknown. Students at a college in Toronto, Canada, attended an IPE workshop. A comparison group of non-attenders was formed. Both groups completed pre- and post-workshop questionnaires and two measurement scales for IPE attitudes—the Interprofessional Education Perceptions Scale and the University of West England questionnaire. Eight multiple linear regressions modeled post-workshop attitude scores as a function of workshop attendance, pre-workshop attitudes, and background factors. Workshop effect sizes and relative importance of variables were estimated. Published results were used to calculate IPE effect sizes in other studies. Pre-workshop measures of post-workshop attitudes were dominant, positive predictors of outcomes; other predictors were subordinate to them. The relationship between workshop attendance and IPE attitudes was positive in seven models, statistically significant in four (P < 0.05), and not statistically significant in four. In hierarchical regressions the average workshop effect was small, about 0.08 in ΔR 2 terms, amounting to about one-quarter of a model’s explained variance. The workshop was associated with improved IPE and IPC attitudes in some domains but not others. The results should help educators focus IPE efforts on IPE/IPC attitudes where small, short-term improvements can be obtained.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Algina, J., Keselman, H. J., & Penfield, R. D. (2007). Confidence intervals for an effect size measure in multiple linear regression. Educational and Psychological Measurement, 67, 207–218.

    Article  Google Scholar 

  • Allport, G. W. (1935). Attitudes. In C. Murchinson (Ed.), Handbook of social psychology (pp. 798–844). Worcester, MA: Clark University Press.

    Google Scholar 

  • Baker, C., Pulling, C., McGraw, R., Dagnone, J. D., Hopkins-Rosseel, D., & Medves, J. (2008). Simulation in interprofessional education for patient-centred collaborative care. Journal of Advanced Nursing, 64, 372–379.

    Article  Google Scholar 

  • Barnette, J. J. (2005). ScoreRel CI: Software for computation of commonly used score reliability coefficients. Educational and Psychological Measurement, 65, 980–983.

    Article  Google Scholar 

  • Barr, H. (2009). An anatomy of continuing interprofessional education. Journal of Continuing Education in the Health Professions, 29, 147–150.

    Article  Google Scholar 

  • Barr, H., Freeth, D., Hammick, M., Koppel, I., & Reeves, S. (2000). Evaluations of interprofessional education: A United Kingdom review for health and social care. Retrieved March 15, 2011, from http://www.caipe.org.uk/silo/files/evaluations-of-interprofessional-education.pdf.

  • Barr, H., Koppel, I., Reeves, S., Hammick, M., & Freeth, D. (2005). Effective interprofessional education: Argument, assumption and evidence. Oxford: Blackwell.

    Book  Google Scholar 

  • Barrow, M., McKimm, J., & Gasquoine, S. (2011). The policy and the practice: Early-career doctors and nurses as leaders and followers in the delivery of health care. Advances in Health Sciences Education, 16, 17–29.

    Article  Google Scholar 

  • Becker, E. A., & Godwin, E. M. (2005). Methods to improve teaching interdisciplinary teamwork through computer conferencing. Journal of Allied Health, 34, 169–176.

    Google Scholar 

  • Bollen, K. A., & Jackman, R. (1990). Regression diagnostics: An expository treatment of outliers and influential cases. In J. Fox & J. Scott Long (Eds.), Modern methods of data analysis (pp. 257–291). Newbury Park, CA: Sage.

    Google Scholar 

  • Brown, M. E., & Giolia, D. A. (2002). Making things click: Distributive leadership in an online division of an offline organization. Leadership Quarterly, 13, 397–419.

    Article  Google Scholar 

  • Burke, C. S., Fiore, S. M., & Salas, E. (2003). The role of shared cognition in enabling shared leadership and team adaptation. In C. L. Pearce & J. A. Conger (Eds.), Shared leadership: Reframing the hows and whys of leadership (pp. 103–122). Thousand Oaks, CA: Sage.

    Chapter  Google Scholar 

  • Cameron, A., Rennie, S., DiProspero, L., Langlois, S., Wagner, S., & Potvin, M. (2009). An introduction to teamwork: Findings from an evaluation of an interprofessional education experience for 1000 first-year health science students. Journal of Allied Health, 38, 220–226.

    Google Scholar 

  • Campbell, D. T., & Fiske, D. W. (1959). Convergent and discriminant validation by the multitrait-multimethod matrix. Psychological Bulletin, 56, 91–105.

    Article  Google Scholar 

  • Canadian Interprofessional Health Collaborative (2010). A national interprofessional competency framework. Retrieved April 15, 2011, from http://www.cihc.ca/files/CIHC_IPCompetencies_Feb1210.pdf.

  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Cook, R. D., & Weisberg, S. (1999). Applied regression including computing and graphics. New York, NY: Wiley.

    Book  Google Scholar 

  • Cooper, H., Carlisle, C., Gibbs, T., & Watkins, C. (2001). Developing an evidence base for interdisciplinary learning: A systematic review. Journal of Advanced Nursing, 35, 228–237.

    Article  Google Scholar 

  • Department of Health & Quality Assurance Agency (2006). Department of health phase 2 benchmarking project—final report. Gloucester: Department of Health, London and Quality Assurance Agency for Higher Education.

  • Ellis, P. D. (2010). The essential guide to effect sizes: Statistical power, meta-analysis, and the interpretation of research results. New York, NY: Cambridge University Press.

    Book  Google Scholar 

  • Enders, C. K. (2010). Applied missing data analysis. New York, NY: Guilford Press.

    Google Scholar 

  • Erkel, E., Nivens, A. S., & Kenneday, D. E. (1995). Intensive immersion of nursing students in rural interdisciplinary care. Journal of Nursing Education, 34, 359–365.

    Google Scholar 

  • Fox, J. (1991). Regression diagnostics: An introduction. Newbury Park, CA: Sage.

    Google Scholar 

  • Freeth, D., Hammick, M., Koppel, I., Reeves, S., & Barr, H. (2002). A critical review of evaluations of interprofessional education. London, UK: Learning and Teaching Support Network Health and Sciences Practice.

    Google Scholar 

  • Furze, J., Lohman, H., & Mu, K. (2008). Impact of an interprofessional community-based educational experience on students’ perceptions of other health professions and older adults. Journal of Allied Health, 37, 71–77.

    Google Scholar 

  • Gilbert, J., Camp, R. D., Cole, C., Bruce, C., Fielding, D., & Stanton, S. (2000). Preparing students for interprofessional teamwork in health care. Journal of Interprofessional Care, 14, 223–235.

    Article  Google Scholar 

  • Hammick, M., Freeth, D., Koppel, I., Reeves, S., & Barr, H. (2007). A best evidence systematic review of interprofessional education: BEME guide no. 9. Medical Teacher, 29, 735–751.

    Article  Google Scholar 

  • Hawk, C., Buckwalter, K., Byrd, L., Cigelman, S., Dorfman, L., & Ferguson, K. (2002). Health professions students’ perceptions of interprofessional relationships. Academic Medicine, 77, 354–357.

    Article  Google Scholar 

  • Hawk, C., Byrd, L., & Killinger, L. Z. (2001). Evaluation of a geriatrics course emphasizing interdisciplinary issues for chiropractic students. Journal of Gerontological Nursing, 27, 6–12.

    Google Scholar 

  • Hayward, K. S., Kochniuk, L., Powell, L., & Peterson, T. (2005). Changes in students’ perceptions of interdisciplinary practice reaching the older adult through mobile service delivery. Journal of Allied Health, 34, 192–198.

    Google Scholar 

  • Health Canada (2009). Accreditation of Interprofessional Health Education (AIPHE). Principles and practices for integrating interprofessional education. Retrieved March 1, 2011, from http://www.cihc.ca/files/AIPHE_Principles_and_Implementation_Guide_EN.pdf.

  • Hedges, L. V. (1981). Distribution theory for Glass’s estimator of effect size and related estimators. Journal of Educational Statistics, 6, 106–128.

    Article  Google Scholar 

  • Heinemann, G., Schmitt, M., Farell, M., & Brallier, S. (1999). Development of an attitudes toward health care teams scale. Evaluation & the Health Professions, 22, 123–142.

    Article  Google Scholar 

  • Larsen, R. (2011). Missing data imputation versus full information maximum likelihood with second-level dependencies. Structural Equation Modeling: A Multidisciplinary Journal, 18, 649–662.

    Article  Google Scholar 

  • Luecht, R. M., Madsen, M. K., Taugher, M. P., & Petterson, B. J. (1990). Assessing interprofessional perceptions: Design and validation of an interdisciplinary education perception scale. Journal of Allied Health, 19, 181–191.

    Google Scholar 

  • McFadyen, K., MacLaren, W. M., & Webster, V. S. (2007). The interdisciplinary education perception scale: An alternative remodelled sub-scale structure and its reliability. Journal of Interprofessional Care, 21, 433–443.

    Article  Google Scholar 

  • Moher, D., Schulz, K. F., & Altman, D. G. (2001). The CONSORT statement: Revised recommendations for improving the quality of reports of parallel group randomized trials. BMC Medical Research Methodology, 1, 2.

    Article  Google Scholar 

  • Mu, K., Chao, C. C., Jensen, G. M., & Royeen, C. B. (2004). Effects of interprofessional rural training on students’ perceptions of interprofessional health care services. Journal of Allied Health, 33, 125–131.

    Google Scholar 

  • Oandasan, I., & Reeves, S. (2005a). Key elements for interprofessional education. Part 1: The learner, the educator and the learning context. Journal of Interprofessional Care, 19(Supplement 1), 21–38.

    Article  Google Scholar 

  • Oandasan, I., & Reeves, S. (2005b). Key elements of interprofessional education. Part 2: Factors, processes and outcomes. Journal of Interprofessional Care, 19(Supplement 1), 39–48.

    Article  Google Scholar 

  • Pearce, C. L., & Conger, J. A. (Eds.). (2003). Shared leadership: Reframing the hows and whys of leadership. Thousand Oaks, CA: Sage.

    Google Scholar 

  • Pollard, K., & Miers, M. (2008). From students to professionals: Results of a longitudinal study of attitudes to pre-qualifying collaborative learning and working in health and social care in the United Kingdom. Journal of Interprofessional Care, 22, 399–416.

    Article  Google Scholar 

  • Pollard, K., Miers, M., & Gilchrist, M. (2004). Collaborative learning for collaborative working? Initial findings from a longitudinal study of health and social care students. Health and Social Care in the Community, 12, 346–358.

    Article  Google Scholar 

  • Pollard, K., Miers, M., & Gilchrist, M. (2005). Second year scepticism: Pre-qualifying health and social care students’ midpoint self-assessment, attitudes and perceptions concerning interprofessional learning and working. Journal of Interprofessional Care, 19, 251–268.

    Article  Google Scholar 

  • Pollard, K., Miers, M., Gilchrist, M., & Sayers, A. (2006). A comparison of interprofessional perceptions and working relationships among health and social care students: The results of a 3-year intervention. Health and Social Care in the Community, 14, 541–552.

    Article  Google Scholar 

  • Pratt, J. W. (1987). Dividing the indivisible: Using simple symmetry to partition variance explained. In T. Pukkila & S. Puntanen (Eds.), Proceedings of the second international conference in statistics (pp. 245–260). Tampere, Finland: University of Tampere.

    Google Scholar 

  • Reeves, S., Freeth, D., McCrorie, P., & Perry, D. (2002). ‘It teaches you what to expect in future…’: Interprofessional learning on a training ward for medical, nursing, occupational therapy and physiotherapy students. Medical Education, 36, 337–344.

    Article  Google Scholar 

  • Reeves, S., Goldman, J., & Oandasan, I. (2007). Key factors in planning and implementing interprofessional education in health care settings. Journal of Allied Health, 36, 231–235.

    Google Scholar 

  • Reeves, S., Zwarenstein, M., Goldman, J., Barr, H., Freeth, D., Koppel, I., et al. (2010). The effectiveness of interprofessional education: Key findings from a new systematic review. Journal of Interprofessional Care, 24, 230–241.

    Article  Google Scholar 

  • Rosenthal, J. A. (1996). Qualitative descriptors of strength of association and effect size. Journal of Social Service Research, 21, 37–59.

    Article  Google Scholar 

  • Salm, T., Greenberg, H., Pitzel, M., & Cripps, D. (2010). Interprofessional education internships in schools: Jump starting change. Journal of Interprofessional Care, 24, 251–263.

    Article  Google Scholar 

  • Thannhauser, J., Russell-Mayhew, S., & Scott, C. (2010). Measures of interprofessional education and collaboration. Journal of Interprofessional Care, 24, 336–349.

    Article  Google Scholar 

  • Thomas, D. R., Zhu, P., & Decady, Y. J. (2007). Point estimates and confidence intervals for variable importance in multiple linear regression. Journal of Educational and Behavioral Statistics, 32, 61–91.

    Article  Google Scholar 

  • Thompson, B. (Ed.). (2003). Score reliability: Contemporary thinking on reliability issues. Thousand Oaks, CA: Sage.

    Google Scholar 

  • Wakefield, A., Cooke, S., & Boggis, C. (2003). Learning together: Use of simulated patients with nursing and medical students for breaking bad news. International Journal of Palliative Nursing, 9, 32–38.

    Google Scholar 

  • Wegener, D. T., & Fabrigar, L. R. (2004). Constructing and evaluating quantitative measures for social psychological research: Conceptual challenges and methodological solutions. In C. Sansone, C. Morf, & T. A. Panter (Eds.), The Sage handbook of methods in social psychology (pp. 145–172). Thousand Oaks, CA: Sage.

    Google Scholar 

Download references

Acknowledgments

The authors appreciate the work of the IPE Working Group and support of Dr. Kathleen MacMillan, former Dean, Faculty of Health Sciences, Humber College Institute of Technology and Advanced Learning. We thank the journal’s editors and peer reviewers for helpful comments.

Author information

Authors and Affiliations

  1. Li Ka Shing Knowledge Institute, St. Michael’s Hospital, 30 Bond Street, Toronto, ON, M5B 1W8, Canada

    Chris Kenaszchuk

  2. School of Health Sciences, Humber College Institute of Technology and Advanced Learning, 205 Humber College Blvd., Toronto, ON, M9W 5L7, Canada

    Margot Rykhoff, Laura Collins & Stacey McPhail

  3. Canadian Health Care Innovations, 63 Derry Street, Guelph, ON, N1E 2C2, Canada

    Mary van Soeren

Authors
  1. Chris Kenaszchuk
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Margot Rykhoff
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Laura Collins
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Stacey McPhail
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Mary van Soeren
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Chris Kenaszchuk.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Kenaszchuk, C., Rykhoff, M., Collins, L. et al. Positive and null effects of interprofessional education on attitudes toward interprofessional learning and collaboration. Adv in Health Sci Educ 17, 651–669 (2012). https://doi.org/10.1007/s10459-011-9341-0

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10459-011-9341-0

Keywords

Search

Navigation