Ultrasound-Based Interprofessional Education: Priming Students for Interprofessional Collaboration

Document Type

Article

Publication Date

9-1-2020

Publication Title

International Journal of Health Sciences

Abstract

Introduction: Health sciences education programs must prepare students to work in interprofessional teams in accordance with the interprofessional core competencies delineated by the Interprofessional Education (IPE) Collaborative. Using ultrasound to teach gross anatomy provides an opportunity to introduce IPE experiences and facilitate interprofessional interactions. This pilot study uses a validated survey to assess interprofessional attitudes before and after an ultrasound-based IPE intervention. Methods: Medical and physical therapy students (n = 65) were randomly assigned to uniprofessional or interprofessional groups of 3 or 4 students to scan the shoulder and review the relevant anatomy for 30-minutes. Participants completed the University of the West of England Interprofessional Questionnaire (UWE-IPQ) before and after the IPE intervention to assess interprofessional attitudes and readiness. Results: Student attitudes and perceptions about interprofessional collaboration did not change significantly following the ultrasound-based IPE intervention. The early timing of the IPE intervention in the curriculum and the brief and singular nature of the interaction may explain the results. Conclusion: Using ultrasound to teach clinically relevant anatomy remains a useful way to facilitate IPE interactions. However, we recommend sustained, repeated efforts that are introduced early in curricula toimprove interprofessional competencies like establishing relationships, communication, interprofessional learning and relationships, interprofessional experiences.

Volume

8

Issue

3

Publisher

American Research Institute for Policy Development

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