Development and evaluation of an interprofessional community health course in Zambia.
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| Title: | Development and evaluation of an interprofessional community health course in Zambia. |
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| Authors: | Barrett, Kate, Rabaey, Paula, Biggs, Jennifer, Plumer, Dawn, Opokua, Sandra, Yates, Natasha, Hearst, Mary O. |
| Source: | Journal of Interprofessional Care. 2021Supplement, Vol. 35, p17-25. 9p. 4 Charts. |
| Subjects: | Health education, Physical therapy students, Evaluation of human services programs, Focus groups, Occupational therapy students, Human services programs, Pre-tests & post-tests, Ability, Training, Health literacy, Interprofessional relations, Cultural competence, Interdisciplinary education, Student attitudes, Nursing students, Educational outcomes |
| Geographic Terms: | Zambia |
| Abstract: | Persistent global health inequities and workforce shortage require innovative strategies to prepare professionals for teamwork in a global context. Over two years, students (n = 33) from education, nursing, occupational therapy, public health, and physical therapy participated in a course in Zambia that emphasized interprofessional collaborative practice (IPP), cultural fluency, and understanding ecological approaches to health. Faculty measured the learning outcomes of the course using the Interprofessional Education Collaborative (IPEC) Competency Self-Assessment Tool (pre and posttest), and a focus group to gain a deeper understanding of the student experience and course effectiveness. The Beliefs, Events and Values Inventory (BEVI) was used post trip to determine feasibility of distribution and response of the tool via e-mail. These preliminary results suggested that students developed skills and knowledge related to IPP, cultural fluency, and ecological approaches to health. Specifically, students acknowledged growth in their ability to communicate more effectively with other health professions, and ability to evaluate personal assumptions and biases toward health, healthcare, and cultural practices. The method of developing this course could be a model for other institutions wanting to grow IPP experiences for their students. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Persistent global health inequities and workforce shortage require innovative strategies to prepare professionals for teamwork in a global context. Over two years, students (n = 33) from education, nursing, occupational therapy, public health, and physical therapy participated in a course in Zambia that emphasized interprofessional collaborative practice (IPP), cultural fluency, and understanding ecological approaches to health. Faculty measured the learning outcomes of the course using the Interprofessional Education Collaborative (IPEC) Competency Self-Assessment Tool (pre and posttest), and a focus group to gain a deeper understanding of the student experience and course effectiveness. The Beliefs, Events and Values Inventory (BEVI) was used post trip to determine feasibility of distribution and response of the tool via e-mail. These preliminary results suggested that students developed skills and knowledge related to IPP, cultural fluency, and ecological approaches to health. Specifically, students acknowledged growth in their ability to communicate more effectively with other health professions, and ability to evaluate personal assumptions and biases toward health, healthcare, and cultural practices. The method of developing this course could be a model for other institutions wanting to grow IPP experiences for their students. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 13561820 |
| DOI: | 10.1080/13561820.2021.1985984 |
