Misperceptions of health professionals’ scope of practice and contributions to the healthcare team limits the quality and quantity of provider interactions and may ultimately result in suboptimal and inefficient patient care. Individuals are often unaware of their knowledge gaps and the extent to which their experiences influence their perception of the work of others. The Generic Roles Perception Questionnaire (GRPQ) was developed to assess student views regarding the roles of other healthcare professionals. The GRPQ could be used to highlight discrepancies between how students see themselves versus how they are seen by others in order to effect change. To explore this possibility, we analyzed student reflections following an on-line, synchronous IPE seminar that included completion of the GRPQ prior to the seminar.
One-hundred and thirty-one students from three different universities (PharmD, n = 52; DO, n = 32; DPT, n = 47) completed the GRPQ. Significant differences existed across all three professions’ role perceptions and these findings were presented to the students for their small group discussion. Following this, teams reviewed a mock patient electronic medical record and created shared patient-centered goals. Finally, students practiced motivational interviewing and conflict management skills to address a patient complaint against the healthcare team. Qualitative analysis of post-seminar reflections revealed three core themes: 1) the importance of knowing the roles and responsibilities of other healthcare professionals 2) the connection between role-knowledge and collaborative practice, and 3) the importance of role-knowledge and communication for optimizing patient-centered care. Increasing self-awareness of misperceptions is an effective means of increasing the desire to work collaboratively.
This presentation will provide attendees with a strategy for increasing student self-awareness in a large group, on-line setting. Attendees will also learn about virtual interprofessional activities that had a measurable impact on students’ attitudes toward collaborative practice.