title: Evaluating students' perceptions of an interprofessional problem-based pilot learning project.
abstract: Interprofessional teams provide the promise of effective, comprehensive and reliable care. Interprofessional education (IPE) promotes students' knowledge and attitudes to support interprofessional teamwork, and problem-based learning formats enable students to gain valuable teamwork experience.
  
  
  OBJECTIVE
  To design, implement, and evaluate an interprofessional problem-based learning module in a large Canadian university focusing on the effects of this format on students' knowledge, attitudes, and perceptions. A pre-post mixed-methods research design was used, with a convenience sample of 24 students from medicine, pharmacy, nursing, physical therapy, and occupational therapy. Participants in the module were divided into 5 teams composed of one member from each discipline. Pre-tests were delivered just prior to module participation and post-tests directly followed. Students also participated in focus groups to provide feedback about module content, process, outcomes, and practical considerations.
  
  
  RESULTS
  Students' attitudes toward interprofessional teamwork improved from baseline to post-intervention. Mean differences were significant using paired t-tests on confidence in professional role (p <0.001), communication (p = 0.02), understanding roles of others (p = 0.002), identification with the team (p = 0.002), comfort with members (p = 0.047), cooperation with team members (p = 0.004), team perceptions (p = 0.04), decision-making (p <0.001), team efficiency (p <0.001), minimal conflict (p = 0.04), and group contributions (p = 0.03). Focus group themes indicated students were satisfied with the module, perceived increased knowledge about roles and perspectives, greater confidence to collaborate, and increased motivation to engage in intra-curricular IPE. The timing of their exposure within their respective educational programs was identified as important.
authors.affiliation: Faculty of Pharmaceutical Sciences, and Director, Interprofessional Curriculum, College of Health Disciplines, University of British Columbia, Vancouver, BC V6T 1Z3, Canada. eccott@mail.ubc.ca
authors.forename: Lynda
authors.initials: L
authors.lastname: Eccott
authors.forename: Alison
authors.initials: A
authors.lastname: Greig
authors.forename: Wendy
authors.initials: W
authors.lastname: Hall
authors.forename: Michael
authors.initials: M
authors.lastname: Lee
authors.forename: Christie
authors.initials: C
authors.lastname: Newton
authors.forename: Victoria
authors.initials: V
authors.lastname: Wood
mesh_terms: D000488:Allied Health Personnel / Q000523:psychology*; D001955:British Columbia; D017144:Focus Groups; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D033183:Interdisciplinary Communication; D010865:Pilot Projects; D018794:Problem-Based Learning; D016730:Program Development; D011795:Surveys and Questionnaires