Improving the Interprofessional Practice, Knowledge, and Skills of Health Professions Students through an Interactive Course in Gerontology

Authors

  • Elizabeth A. Mulvaney University Of Pittsburgh, School of Social Work
  • Rachel Jantea Division of Geriatric & Palliative Medicine, UTHealth McGovern Medical School, Houston, Texas School of Medicine
  • Paula Leslie University of Central Lancashire, School of Sport and Health Sciences, UK
  • Pamela Toto University Of Pittsburgh, School of Health and Rehabilitation Sciences
  • Mary Allias University Of Pittsburgh, School of Health and Rehabilitation Sciences
  • Catherine Grant University of Pittsburgh, School of Nursing
  • Victoria Hornyak University Of Pittsburgh, School of Health and Rehabilitation Sciences
  • Julie Klinger University of Pittsburgh, University Center for Social and Urban Research
  • Rhaven Nelson University of Pittsburgh, University Center for Social and Urban Research
  • Susan Skledar University of Pittsburgh, School of Pharmacy
  • Kylea Covaleski University Of Pittsburgh, School of Social Work
  • Rollin M. Wright University of Pittsburgh, School of Medicine, Division of Geriatric Medicine

DOI:

https://doi.org/10.18060/23682

Keywords:

Interprofessional education, geriatrics, competency

Abstract

Interprofessional, collaborative health care is the ideal standard in geriatrics. Students’ interprofessional practice skills are limited in typical siloed education. An experiential, team-based geriatrics course was designed to improve health professions (HP) students’ knowledge, skills, and attitudes about interprofessional practice. Students (n=209) from dentistry, medicine, nursing, nutrition, occupational therapy, pharmacy, physician assistant, social work, and speech-language pathology were assigned to interprofessional (IP) and medical-student only teams. The Interprofessional Collaborative Competency Attainment Survey-Revised (ICCAS-R) was administered pre- and post-course, along with program evaluations. Seventy percent of students completed both pre- and post-surveys. ICCAS-R scores were analyzed comparing the impact of training for medical students (n=78) on IP teams and remaining HP students (n=58). Students rated themselves as improved on all six ICCAS-R subscales (paired t-tests, p < 0.05). Sixty-nine percent rated themselves as better able to collaborate interprofessionally. A competitive team-based learning exercise using gamification was rated as the most authentic skill-building interprofessional activity. Experiential learning where students worked with the same team helped to build interprofessional and teamwork skills. Findings will be used to improve authenticity of the clinical and teamwork content, increase the use of gamification as a teaching technique, and refine students’ practice of IP teamwork competencies.

Author Biographies

Elizabeth A. Mulvaney, University Of Pittsburgh, School of Social Work

MSW, LCSW

Rachel Jantea, Division of Geriatric & Palliative Medicine, UTHealth McGovern Medical School, Houston, Texas School of Medicine

MD, MS

Paula Leslie, University of Central Lancashire, School of Sport and Health Sciences, UK

PhD, MA (Bioethics), FRCSLT (UK), CCC-SLP (US)

Pamela Toto, University Of Pittsburgh, School of Health and Rehabilitation Sciences

PhD, OTR/L, BCG, FAOTA

Mary Allias, University Of Pittsburgh, School of Health and Rehabilitation Sciences

MPAS, PA-C, DFAAPA

Catherine Grant, University of Pittsburgh, School of Nursing

DNP, FNP-BC

Victoria Hornyak, University Of Pittsburgh, School of Health and Rehabilitation Sciences

DPT, GCS

Julie Klinger, University of Pittsburgh, University Center for Social and Urban Research

MA

Rhaven Nelson, University of Pittsburgh, University Center for Social and Urban Research

BS

Susan Skledar, University of Pittsburgh, School of Pharmacy

RPh, MPH, FASHP

Kylea Covaleski, University Of Pittsburgh, School of Social Work

MSW, MPH

Rollin M. Wright, University of Pittsburgh, School of Medicine, Division of Geriatric Medicine

MD, MS, MPH

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Author note: Address correspondence to Elizabeth Mulvaney, School of Social Work, University of Pittsburgh, 2117 Cathedral of Learning, Pittsburgh, PA 15260. Email: eam65@pitt.edu

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2020-09-10