Assessing Interprofessional Education: Fostering Collaborative Excellence
Abstract:
Interprofessional education, as defined by the World Health Organization, “occurs when students from two or more professions learn about, from and with each other.” The Commission on Accreditation of Athletic Training Education 2020 Standards introduced interprofessional education and practice into athletic training education requirements. Athletic training program faculty have since incorporated a variety of interprofessional education simulations in education programs. For example, University of Utah’s athletic training students participate in large activities encompassing most health care professions within the academic medical center campus in the broader health care setting versus small activities with only select professions designed in an athletic training setting. Students learn distinct interprofessional skills through the different interprofessional activities. Each interprofessional experience across academic health care and professions may need different learning objectives. The primary aim of this learning activity is to contrast large health care interprofessional education opportunities versus small setting-specific activities. The interprofessional education literature contains a variety of activity assessments that need a clear consensus. For example, faculty can select activity assessments that measure individual, team or organization attitudes, behavior, culture or skills in interprofessional education and practice. Faculty must adequately review and select interprofessional education assessments tailored to the learning activity. The secondary aim of this learning activity is to review the utility of interprofessional education assessments for different activities.
Learning Objectives:
- Compare different types of interprofessional education experiences based on the number of professions and health care settings.
- Select interprofessional education assessments based on the activity objectives.
- Relate interprofessional education simulations to skill development needed for interprofessional practice.
Level:
Advanced
Domain(s):
Domain 5: Health Care Administration and Professional Responsibility
CEUs:
0.5 Category A
Track: Pedagogy
Format: Lecture
In order to earn your CEUs, you must watch the session video in its entirety and complete the assessment.
Justin Rigby, PhD, LAT, ATC
Justin Rigby is an Associate Professor (Clinical) in the Department of Physical Therapy and Athletic Training at the University of Utah. He has been the Program Director for Athletic Training since Fall 2018 and oversaw the transition to the Master of Athletic Training degree.
Justin was appointed the University of Utah Health Interprofessional Program Director in Summer 2022. He is privileged to work with colleagues from six health and social science schools and colleges. Justin’s recent scholarship has included interprofessional education outcomes and the creation of authentic interprofessional education and practice experiences. His athletic training background comes from practicing primarily in the secondary school setting.