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

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Title: Quantifying Interprofessional Learning in Health Professional Programs: The University of Manitoba Experience
Language: English
Authors: Grymonpre, Ruby E., Dean, Heather J., Wener, Pamela F., Ready, A. Elizabeth, MacDonald, Laura L., Holmqvist, Maxine E., Fricke, Moni W.
Source: Canadian Journal of Higher Education. 2016 46(4):94-114.
Availability: Canadian Society for the Study of Higher Education. P.O. Box 34091, RPO Fort Richmond, Winnipeg, MB R3T 5T5, Canada. Tel: 204-474-6404; Fax: 204-474-7561; e-mail: csshe@cc.umanitoba.ca; Web site: http://csshe-scees.ca/publications/canadian-journal-of-higher-education/
Peer Reviewed: Y
Page Count: 21
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Health Programs, College Programs, Professional Education, Educational Improvement, Educational Opportunities, Interprofessional Relationship, Educational Change, Longitudinal Studies, Questionnaires, Advisory Committees, Program Descriptions, Clinical Teaching (Health Professions), Placement, Interdisciplinary Approach, Scoring Formulas
Geographic Terms: Canada
ISSN: 0316-1218
Abstract: 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.
Abstractor: As Provided
Number of References: 27
Entry Date: 2017
Accession Number: EJ1128612
Database: ERIC
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  Data: Canadian Society for the Study of Higher Education. P.O. Box 34091, RPO Fort Richmond, Winnipeg, MB R3T 5T5, Canada. Tel: 204-474-6404; Fax: 204-474-7561; e-mail: csshe@cc.umanitoba.ca; Web site: http://csshe-scees.ca/publications/canadian-journal-of-higher-education/
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  Data: 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.
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  Data: 2017
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  Data: EJ1128612
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      – Text: English
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        StartPage: 94
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Health Programs
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      – SubjectFull: Scoring Formulas
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