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Improved Self‐Assessed Collaboration Through Interprofessional Education: Midwifery Students and Obstetrics and Gynecology Residents Learning Together
Journal article   Open access   Peer reviewed

Improved Self‐Assessed Collaboration Through Interprofessional Education: Midwifery Students and Obstetrics and Gynecology Residents Learning Together

Melissa D. Avery, Michelle Mathiason, Tia Andrighetti, Amy M. Autry, Dominic Cammarano, Kim Q. Dau, Samantha Hoffman, Susan Agard Krause, Owen Montgomery, Audrey Perry, …
Journal of midwifery & women's health, v 67(5), pp 598-607
Sep 2022
DOI: https://doi.org/10.1111/jmwh.13394
Featured in Collection :   UN Sustainable Development Goals @ Drexel
url
https://doi.org/10.1111/jmwh.13394View
Published, Version of Record (VoR)CC BY-NC-ND V4.0,  Open

Abstract

collaboration competencies health professions education interprofessional education midwifery students obstetrics and gynecology residents
Introduction Research suggests that interprofessional education, bringing learners together to learn about, with, and from each other, improves health professions education and can improve health outcomes. Little research has measured outcomes of interprofessional education between midwifery students and obstetrics and gynecology residents. The purpose of this study was to examine self‐assessed interprofessional and collaborative competencies among midwifery students and obstetrics and gynecology residents. Methods Baseline self‐assessed interprofessional and collaborative competencies were compared with follow‐up measurements to evaluate learners’ experiences over an 11‐month study period. Participants were midwifery students and obstetrics and gynecology residents who experienced interprofessional learning activities. The Interprofessional Education Collaborative Competency Self‐Assessment Survey (IPEC Survey) and Interprofessional Collaborative Competency Attainment Survey (ICCAS) were used. Results Of 256 learners at 4 demonstration sites, 223 (87%) completed the baseline, and 121 of 237 eligible learners (51%) completed the follow‐up surveys. The IPEC Survey total score (t = 2.31, P = .02) and interaction subscale (t = 2.85, P = .005) and ICCAS score (t = 4.04, P = .001) increased for midwifery students but not obstetrics and gynecology residents on the IPEC Survey (t = 0.32, P = .75) and ICCAS (t = −0.05, P = .96) measures. Midwifery students (87%) and residents (57%) reported improved overall ability to collaborate. Learners responding to 3 open‐ended questions valued team‐based experiences, including learning how to communicate with each other; appreciated learning each other's education and scope of practice; and recommended skills development including uncommon clinical events, case discussions, and direct clinical care. Discussion This study advanced knowledge about interprofessional education between midwifery students and obstetrics and gynecology residents. Midwifery students improved in self‐assessed interprofessional and collaborative competencies. Most learners reported better interprofessional collaboration skills and were positive about future interprofessional learning. This evaluation approach is available for other programs implementing or extending interprofessional education.

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7 Record Views
12 citations in Web of Science
7 citations in Scopus

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UN Sustainable Development Goals (SDGs)

This publication has contributed to the advancement of the following goals:

#3 Good Health and Well-Being
#4 Quality Education

InCites Highlights

Data related to this publication, from InCites Benchmarking & Analytics tool:

Collaboration types
Domestic collaboration
Web of Science research areas
Nursing
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