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ABSTRACT
Implementation of large-scale, meaningful interprofessional learning activities for pre-licensure students has significant barriers and requires novel approaches to ensure success. To accomplish this goal, faculty at Case Western Reserve University, Ohio, USA, used the Ottawa Model of Research Use (OMRU) framework to create, improve, and sustain a community-based interprofessional learning activity for large numbers of medical students (N = 177) and nursing students (N = 154). The model guided the process and included identification of context-specific barriers and facilitators, continual monitoring and improvement using data, and evaluation of student learning outcomes as well as programme outcomes. First year Case Western Reserve University medical students and undergraduate nursing students participated in team-structured prevention screening clinics in the Cleveland Metropolitan Public School District. Identification of barriers and facilitators assisted with overcoming logistic and scheduling issues, large class size, differing ages and skill levels of students and creating sustainability. Continual monitoring led to three distinct phases of improvement and resulted in the creation of an authentic team structure, role clarification, and relevance for students. Evaluation of student learning included both qualitative and quantitative methods, resulting in statistically significant findings and qualitative themes of learner outcomes. The OMRU implementation model provided a useful framework for successful implementation resulting in a sustainable interprofessional learning activity.
Acknowledgements
We would like to thank the director of the Elizabeth Prentiss Foundation grant, Dr. Marilyn Lotas from the Frances Payne Bolton School of Nursing. We would also like to thank Doreen DiFiore for her assistance in the qualitative analysis.
Declaration of interest
The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.
Funding
This project as well as the design of IPE evaluation at CWRU was supported by a grant from the Josiah Macy Jr. Foundation. The screening programme in the Cleveland Metropolitan Public Schools is supported by a grant from the Elizabeth Prentiss Foundation. Permission for use of the model was obtained from the original author, Ian D. Graham, PhD, FCAHS.