A quality improvement activity to promote interprofessional collaboration among health professions students.
OBJECTIVE
To develop and evaluate a classroom-based curriculum designed to promote interprofessional competencies by having undergraduate students from various health professions work together on system-based problems using quality improvement (QI) methods and tools to improve patient-centered care.


METHODS
Students from 4 health care programs (nursing, nutrition, pharmacy, and physical therapy) participated in an interprofessional QI activity. In groups of 6 or 7, students completed pre-intervention and post-intervention reflection tools on attitudes relating to interprofessio nal teams, and a tool designed to evaluate group process.


RESULTS
One hundred thirty-four students (76.6%) completed both self-reflection instruments, and 132 (74.2%) completed the post-course group evaluation instrument. Although already high prior to the activity, students' mean post-intervention reflection scores increased for 12 of 16 items. Post-intervention group evaluation scores reflected a high level of satisfaction with the experience.


CONCLUSIONS
Use of a quality-based case study and QI methodology were an effective approach to enhancing interprofessional experiences among students.
Dobson
Roy Thomas
RT
College of Pharmacy and Nutrition, University of Saskatchewan, Saskatoon, Saskatchewan, Canada. roy.dobson@usask.ca
Stevenson
Katherine
K
Busch
Angela
A
Scott
Darlene J
DJ
Henry
Carol
C
Wall
Patricia A
PA
D003299:Cooperative Behavior; D006281:Health Occupations / Q000193:education* / Q000592:standards*; D006801:Humans; D007400:Interprofessional Relations; D011786:Quality Control; D013336:Students, Health Occupations