Quantifying Interprofessional Learning In Health Professional Programs: The University of Manitoba Experience

• Published in: Canadian journal of higher education (1975) 2016-12, Vol.46 (4), p.94
• Main Authors: Grymonpre, Ruby E, Dean, Heather J, Wener, Pamela F, Ready, A. Elizabeth, MacDonald, Laura L, Holmqvist, Maxine E, Fricke, Moni W, James, Maria
• Format: Article
• Language: English
• Subjects: Advisory Committees; Clinical Teaching (Health Professions); Collaboration; College faculty; College Programs; Colleges & universities; Cooperative learning; Curricula; Educational Change; Educational Development; Educational Improvement; Educational Opportunities; Educational Theories; Educational theory; Foreign Countries; Health education; Health Programs; Interdisciplinary Approach; Interprofessional education; Interprofessional Relationship; Learning Processes; Learning Strategies; Learning Theories; Longitudinal Studies; Medical personnel; Placement; Professional Education; Program Descriptions; Questionnaires; Scoring Formulas; Teachers; Teaching; Teaching Methods; Vocational guidance
• ISSN: 0316-1218; 2293-6602

Internationally, a growing number of interprofessional education (IPE) offices are being established within academic institutions. However, few are applying educational improvement methodologies to evaluate and improve the interprofessional (IP) learning opportunities offered. The University of Manitoba IPE Initiative was established in 2008 to facilitate the development of IP learning opportunities for pre-licensure learners. The research question for this secondary analysis was: what, if any, changes in the number and attributes of IP learning opportunities occurred in the academic year 2008-2009 compared to 2011-2012? The Points for Interprofessional Scoring (PIPES) tool was used to quantify the attributes of each IP learning opportunity. Most notably in 2012, eight (73%) of 11 IP learning opportunities achieved the highest PIPES score (> 55), compared to only four (36%) in 2009. The concept of the PIPES score is introduced as an educational improvement strategy and a potential predictor of achieving the desired educational outcome: collaborative competence. Les institutions academiques du monde accueillent de plus en plus de bureaux d'education interprofessionnelle. Par contre, tres peu mettent en pratique des methodologies d'amelioration de l'enseignement pour evaluer et ameliorer ces occasions d'apprentissage interprofessionnelles (OAI). En 2008, afin de faciliter la creation de telles occasions pour les apprenants avant l'obtention de leur permis de pratique, l'Universite du Manitoba langait l'initiative d'education interprofessionnelle. Elle voulait savoir s'il existait des differences dans les nombres et les attributs des OAI entre les annees 2008-2009 et 2011-2012. Les attributs de chaque OAI ont ete quantifies en utilisant une version adaptee de l'outil > ou (PIPEs). En 2012 notamment, 73 % d'occasions d'apprentissage interprofessionnel (soit 8 sur 11) avait atteint le score PIPES O55) le plus eleve, comparativement a 36 % en 2009. Le concept du score > est presente comme une strategie d'amelioration du secteur de l'education et comme un potentiel de prediction du resultat educationnel desire : une competence collaborative.