An innovative interprofessional curricular model for diverse partners who team up to support behavior change in individuals with chronic disease

Figures & data

Figure 1. Logic model

Program: IPE with Diverse Partners Logic Model. Situation: To develop an interprofessional education program that can be translated into UCCS curricula for future training of health professionals.

Table 1. Evaluation framework

Level	Classification	Description	Program Components	Measurement	Year
1	Increased awareness IPE-CP	Learners’ views on learning experiences & their interprofessional nature	Online Modules Case Workshops Simulation Experiences (SBEs)	Quizzes, Assignments Case Workshop Satisfaction Survey Post SBE survey & focus group	1–3 2,3 2,3
2a	Modification of attitudes & perceptions Perceived value of learning experiences	Changes in reciprocal attitudes or perceptions among participants Change in attitudes toward health care teams Changes in perception or attitudes toward: Older adults with chronic disease Use of team approaches to caring for a specific client group	Online Modules Case Workshops SBEs	W2 Literature Review Assignment Case Workshop Satisfaction Survey, Post SBE debriefs RIPLS pre-post (Parsell & Bligh, 1999). Collaboration and Satisfaction with Care Decisions (CSACD) (Baggs, 1994).	3 2,3 2,3 1,2 2,3
2b	Acquisition of knowledge & skills	Change in knowledge and skills linked to IPE collaboration	Online Modules	Quizzes Analyses of Assignments using rubrics: Team Meeting (W4) Professional Models (W5) Integrated Care (W6)	1–3 1–3
3	Behavioral change	Change in proficiency of IPE competencies: Professional Identity, Roles & Responsibilities Teamwork Intent to transfer of IPE learning to practice settings	Case Workshops (2) SBEs	Collaboration and Satisfaction with Care Decisions (CSACD) [Student perceptions] Adapted iTOFT (J. Dallest et al., 2016). [Faculty perceptions] Adapted iToft plus SBE Confidence Ratings Survey	2,3 2,3 2,3

The following framework developed by Reeves and Barr (2016) provided us with a means to organize data collection. Below is a description of each classification level, program components where student learning occurred, measurement tools used for evaluation, and years measured.

W = Week; CW = Case workshops; SBE = Simulation-based experiences.

Parsell, G., & Bligh, J. (1999). The development of a questionnaire to assess the readiness of health care students for interprofessional learning (RIPLS). Medical Education, 33(2), 95–100. https://doi.org/10.1046/j.1365-2923.1999.00298.x

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Baggs, J. G. (1994). Development of an instrument to measure collaboration and satisfaction about care decisions. Journal of Advanced Nursing, 20(1), 176–182. https://doi.org/10.1046/j.1365-2648.1994.20010176.x

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J. Dallest, T., Moran, K., Dunston, M., Roberts, R., Eley, C., Bogossian, D., Forman, F., Bainbridge, D., Drynan, L., & Fyfe, S. (2016). Introducing the individual teamwork observation and feedback tool (iTOFT): Development and description of a new interprofessional teamwork measure. Journal of Interprofessional Care, 30(4), 526–528. https://doi.org/10.3109/13561820.2016.1169262

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Reeves, S., & Barr, H. (2016). Twelve steps to evaluating interprofessional education. Journal of Taibah University Medical Sciences, 11(6), 601–605. https://doi.org/10.1016/j.jtumed.2016.10.012

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