INTERPROFESSIONAL TEAMS: THE ROLE OF A STUDENT'S CULTURE ON ATTITUDES AND READINESS
A large, multi-region Midwestern university implemented an interprofessional education immersion day pilot for approximately 950 students, across 10 health professional colleges. The event was a face-to-face, full-day component to online, pre-event coursework. No specific, cultural competency learning models were incorporated across the program.
The purpose of the event was to engage students in an interactive, collaborative learning experience that focused on three Interprofessional Education Collaborative (IPEC) Core Competencies: roles/responsibilities, interprofessional communication, and teams/teamwork. Students were randomly assigned to interdisciplinary teams, led by a trained faculty facilitator, and explored an unfolding case.
The current paper seeks to answer to what extent are the attitudes toward healthcare teams and readiness for interprofessional learning influenced by the ethnicity and gender of health professional students participating in the interprofessional immersion day.
Rationale/Conceptual Basis/Background
Theories that support the importance of culturally competent primary care for patients have long been established in the health care literature. Cultural competency is also a significant component to the Interprofessional Education Collaborative (IPEC) Core Competencies (2011). However, there remains a gap in the linkage between cultural competency and its relationship within the health care team, and organizational structures that includemembers of the health care team.
Evidence that supports the targeted, cultural competency training between members of the health care team is needed, as health professional colleges adopt interprofessional education accreditation standards and design programs for their diverse students.
Methods
Students who attended an interprofessional education immersion experience were surveyed pre- and post-event on the following measures: Attitudes Toward Health Care Teams Scale and Readiness for Interprofessional Learning Scale (RIPLS). Students provided demographic data, such as their gender, ethnic/racial identity, and professional program.
Results
Outcome data examining the dynamic between culture (e.g., gender and ethnic/racial identity) and its influence on attitudes and readiness toward interprofessional teams and learning will be presented at the conference.
Implications
Differences in health care students’ attitudes and readiness for interprofessional teamwork and learning have been associated with the profession and program-level of the student. However, cultural factors may also influence students’ attitudes and readiness toward collaborative learning. Incorporating cultural competency models may be a next step for universities developing interprofessional education curricula.