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.
In support of improving patient care, this activity is planned and implemented by The National Center for Interprofessional Practice and Education Office of Interprofessional Continuing Professional Development (OICPD). The OICPD is accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.
The National Center OICPD is approved by the Board of Certification, Inc. to provide continuing education to Athletic Trainers (ATs). This program is eligible for Category A hours/CEUs. ATs should claim only those hours actually spent in the educational program.
This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credit for learning and change.
Physicians: The National Center for Interprofessional Practice and Education designates this live activity for AMA PRA Category 1 Credits™. Physicians should only claim credit commensurate with their participation.
Physician Assistants: The American Academy of Physician Assistants (AAPA) accepts credit from organizations accredited by the ACCME.
Nurses: Participants will be awarded contact hours of credit for attendance at this workshop.
Nurse Practitioners: The American Academy of Nurse Practitioners Certification Program (AANPCP) accepts credit from organizations accredited by the ACCME and ANCC.
Pharmacists and Pharmacy Technicians: This activity is approved for contact hours.
Athletic Trainers: This program is eligible for Category A hours/CEUs. ATs should claim only those hours actually spent in the educational program.
Social Workers: As a Jointly Accredited Organization, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
IPCE: This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credits for learning and change.