Comparison of Interprofessional Core Competency Attainment Between Groups Experiencing Didactic or Simulated Capstone Experience
Preparing students to work in complex healthcare environments calls for educational innovations to prepare for a collaborative workforce. In educational settings, health profession students are expected to learn from each other through interprofessional education (IPE) initiatives. To provide this education, agencies like the Interprofessional Education Collaborative (IPEC), recommend including outcome-based goals to assess the learner on attaining interprofessional competencies established for collaborative practice. One teaching strategy incorporates the element of outcome-based goals using simulation-based learning. While the benefits of simulation over traditional lecture-based strategies have been documented, the attainment of IPEC competencies and other learner perspectives deserve more understanding.
The purpose of this mixed-method comparative cohort study was to compare the attainment of IPEC competencies between a lecture-based capstone session (control), and an IPE simulation (experimental) with osteopathic medicine (DO) and physician assistant (PA) students at one osteopathic medical school. Students enrolled in the IPE course were oriented to the purpose and methods of the study, then invited to self-select their group. All students completed a self-assessment of interprofessional core competency attainment using the Interprofessional Core Competency Attainment Scale (ICCAS) through a retrospective pre-post approach.
Data, collected using Qualtrics™ and analyzed using Excel™, revealed an increase in confidence on every question in the tool, from pre-activity to post, in both groups. The average post score of 6.52/7 (control) compared to 6.69/7 (experimental) both equated to “Strongly Agree.” The students’ highest confidence (control) was “Actively listen to IP team members” versus “Negotiate responsibilities within overlapping scopes of practice” in the experimental group. Students reported the lowest confidence in “including the patient/family in the decision-making process” in both groups. The qualitative analysis consisted of three researchers separately analyzing comments, categorizing them into themes, and then reviewing content for consistencies and discrepancies. Positive themes by the experimental group not seen in the control, reported the activity's realistic nature, strong communication practice, and enjoyment. Areas of opportunity for the control group focused on the lack of application, while comments from the experimental group included suggesting decreasing the simulated patient’s acuity and expanding healthcare roles.
In reflection, all students reported growth and an increase in their self-perceived ability of the IPEC Core Competencies from both the didactic and simulated experience. However, students who engaged in the simulated experience reported a higher post assessment in all scores. The qualitative data demonstrated the value of providing an engaging simulation activity and supported implementation for all students next year.
