Impact of a Grand Rounds Interprofessional Workshop: student perceptions of interprofessional socialization and cultural humility

ABSTRACT

While uniprofessional education programs develop strong student identities, they may limit the development of behaviors needed for interprofessional socialization. Interprofessional education (IPE) creates an essential platform for student engagement in the development of interprofessional socialization and cultural humility, thus enabling improvement in collaborative communication. In this quasi-experimental observational study, health professional students attended one of three Grand Rounds Interprofessional Workshops (GRIW) and completed online pre- and post-workshop surveys including sociodemographic background, the Interprofessional Socialization and Valuing Scale (ISVS), and the Cultural Competence Self-Assessment Checklist (CCSAC). A total of 394 students from eight professions participated in the workshop with 287 (73%) of attendees completing both pre- and post-workshop surveys. No significant differences were observed in ISVS and CCSAC scores between students across workshops. Significant pre- to post-workshop differences were found in ISVS [t (284) = 13.5, p < .001, 95%], CCSAC [t (286) = 13.8, p < .001] and the cultural competence components of cultural awareness [t (285) = 12.9, p < .001, 95%], knowledge [t (285) = 9.5, p < .001, 95%], and skills [t (286) = 13.3, p < .001, 95%]. Interprofessional education learning opportunities that integrate socialization with health professional students and cultural humility education can improve educational awareness of cultural values and communication for collaborative professional practice.

KEYWORDS:

• Adult learning theory
• cultural competence
• interprofessional education
• values

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No potential conflict of interest was reported by the author(s).

Additional information

Funding

The author(s) reported that there is no funding associated with the work featured in this article.

Notes on contributors

Sarah A. Manspeaker

Sarah A. Manspeaker is an Associate Professor of Athletic Training at Duquesne University in the Rangos School of Health Sciences. Dr. Manspeaker is the co-chair for the Interprofessional Education Collaborative Committee at the university where she conducts research on learning outcomes associated with interprofessional education and collaborative practice.

Elizabeth D. DeIuliis

Elizabeth D. DeIuliis is a Clinical Associate Professor and Director for programs in Occupational Therapy at Duquesne University in the Rangos School of Health Sciences. Dr. DeIuliis is also a co-chair for the Interprofessional Education Collaborative Committee at the university. Dr. DeIuliis also has expertise in the areas of occupational therapy in the medical model setting, experiential learning, and leadership.

Abigail D. Delehanty

Abigail D. Delehanty is an Assistant Professor and the Assistant Department Chair of Speech-Language Pathology at Duquesne University in the Rangos School of Health Sciences. Dr. Delehanty is also the Director for the Language Disorders and Autism Clinic within the Department of Speech-Language Pathology.

Michelle McCann

Michelle McCann is the Assistant Dean for Community Engaged Learning and Service in the Rangos School of Health Sciences at Duquesne University. Dr. McCann is also an Assistant Clinical Professor and Capstone Coordinator for the Occupational Therapy Program where she specializes in advocacy with caregiver education and support programs.

David E. Zimmerman

David E. Zimmerman is an Associate Professor of Pharmacy at Duquesne. Dr. Zimmerman also works as an Emergency Medicine Clinical Pharmacist at the University of Pittsburgh Medical Center Mercy. Dr. Zimmerman’s research interests include pain management in the emergency department and implementation of pharmacy services.

Christine O’Neil

Christine O’Neil is a Professor of Pharmacy Practice at Duquesne University. Dr. O’Neil is the Director of Curriculum Development within this program. Dr. O’Neil has served the Interprofessional Education Collaborative Committee at Duquesne since its inception and also conducts clinical research on the impact of interventions on health outcomes.

Joseph Shaffer

Joseph Shaffer is an Assistant Professor of Athletic Training at Duquesne University in the Rangos School of Health Sciences. Dr. Shaffer is the Clinical Education Coordinator for the Athletic Training Program.

Theresa Marie Crytzer

Theresa Marie Crytzer is an Instructor of Physical Therapy at Duquesne University in the Rangos School of Health Sciences. Dr. Crytzer conducts research in the area of technology-supported lifestyle interventions for people with neurological disabilities.

Mary C. Loughran

Mary C. Loughran is a Clinical Associate Professor of Nursing at Duquesne University. Dr. Loughran has expertise in nurse education, administration, and organizational leadership.