Does mode matter? Perception of student competence following an IPE communication experience
Introduction
In order to provide efficient, cost-effective care that maximizes patient outcomes, interprofessional healthcare collaboration (IPC) should be shaped by patients’ unique and potentially complex needs; providers’ differing backgrounds, knowledge bases, and communication styles; and relevant organizational structures.1,2 Quality IPC is based on competency in several areas: communication, collaboration, understanding of roles and responsibilities, cooperative patient- and family-centered approaches, conflict management, and team functioning.2 Successful attainment of these competencies also positively influences patient outcomes.3, 4, 5, 6, 7 The World Health Organization’s (WHO) Framework for Action on Interprofessional Education and Collaborative Practice document notes that interprofessional education (IPE) is a necessary step for preparing a practice-ready healthcare workforce.8 IPE occurs when two or more students from different professions learn from one another to enable effective collaboration and improve health outcomes.8 IPE activities enhance students’ understanding of other team members’ roles and scopes of care, team member cooperation, and interprofessional communication.8
Students who participate in simulated collaborative interprofessional learning experiences have reported improved IPC competence in teamwork, communication, collaboration, and conflict management.9, 10, 11, 12, 13, 14 Nagge and colleagues found that medical and pharmacy students’ had higher scores in self-perceived interprofessional collaborative competency following an interprofessional activity.15 This outcome lead these researchers to recommend that interprofessional collaborative experiences continue to be offered in academic programs.15 In a similar activity, students participating in an interprofessional team simulation experience reported significant improvements in IPC competence and role understanding.16 This finding suggests that student participation in simulated IPC activities can improve their preparation for collaborative interprofessional clinical practice.9, 10, 11, 12, 13, 14, 15, 16
There is a need to determine what type of interprofessional learning experiences are most effective at improving interprofessional collaborative practice.1,9 One variable requiring further investigation is communication mode, which could influence self-reported competence. In other studies, audio/video communication has demonstrated improved team decisions17 and higher participant satisfaction ratings compared to audio-only communication.18 Additionally, audio/video communication with emergency dispatchers improved individuals’ physical performance during cardiopulmonary resuscitation (CPR), resulting in improved hand positioning, a higher mean chest compression rate, and decreased “hands-off” time.19 Despite such findings, there is no research comparing student learning outcomes for these two modes. For this reason, further investigation into interprofessional communication modes is warranted.
The purpose of the study was to compare the effects of a simulated IPE activity on self-rated IPC competence in Doctor of Nursing Practice (DNP) and Doctor of Physical Therapy (DPT) students using two communication modes: an audio mode (telephone call) and an audio/video mode (videoconference). Researchers anticipated that the videoconference would provide greater improvement in students’ self-reported interprofessional collaborative competence compared to the telephone call.
Section snippets
Participants
A convenience sample of first-year DPT and DNP students was used for this study. The IPE activity was part of a course within each program's curriculum. While students were required to engage in the interprofessional communication activity, participation in the research study was optional. Students were able to decline study participation in by selecting “no” on the informed consent form. Declining to participate in the study did not affect students' grades. This study was approved by the
Results
Seventy-three students (DNP = 23, DPT = 50) were enrolled in the study and randomized into audio or audio/video intervention groups. Two participants from the DNP cohort and two from the DPT cohort were not included in the final sample because they failed to answer one or more ICCAS-R questions, which prevented the calculation of valid total scores. The resulting sample size was 69, with 21 DNP cohort participants (audio = 12, audio/video = 9) and 48 DPT cohort participants (audio = 28,
Discussion
The purpose of this study was to compare the effects of an audio and audio/video interprofessional communication activity on DNP and DPT students’ self-reported collaborative competence. Students in both the audio and audio/video groups showed significant improvements in their overall self-reported competence following participation in the activity. The researchers hypothesized that the audio/video group would show greater improvement in ICCAS-R scores compared to the audio group. However,
Conclusion
As healthcare educators add IPE to professional curriculum, it is important that IPE activities be designed to maximize student outcomes. The aim of this study was to determine if the different communication modes used for this IPC activity would affect student IPC outcomes. Such information could help faculty structure efficacious future IPC activities. Findings indicated that both the audio and audio/video methods were effective at enhancing self-reported student collaborative competence
Funding
This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.
CRediT authorship contribution statement
Erica Sherman: Conceptualization, Investigation, Writing - original draft, Writing - review & editing. Karen Berg: Conceptualization, Methodology, Writing - original draft. Denise Cooper: Conceptualization, Methodology, Writing - original draft, Writing - review & editing. Robert Gustitus: Investigation, Data curation, Writing - original draft. Chad Tiernan: Formal analysis, Writing - original draft, Writing - review & editing, Visualization.
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