IPE Competencies Achieved Through Remote Delivery of Interprofessional Team-Based Field Work in Public Libraries During the COVID-19 Pandemic

Abstract

Social distancing during COVID-19 required that field work training for health profession students be delivered remotely. Little is known about educational outcomes among students who participated in interprofessional education (IPE) using remote delivery during the pandemic. This study examined the IPE learning outcomes among health profession students (n = 39) from a large suburban academic health sciences center. Students from nursing (BSN), social work (BSW/MSW), public health (MPH), and library information science (MLIS) participated in a team-based IPE service-learning program in public libraries for up to 16 weeks. Students completed the IPEC Competency Self-Assessment tool at pre- and post-program participation, and responded to open-ended questions about their experience post-participation. Paired t-tests were used to compare pre- and post-test scores (both item and domain scores). Thematic analysis was used to analyze open ended responses. Paired t-tests for 30 students showed a statistically significant improvement in IP interactions (p < .05) and an increase in IP values and ethics. Thematic analysis revealed competency attainment in all four IPEC core competencies as well as another learning outcome: confidence. Results suggest that remote delivery of an IPE program can be effective in achieving IPE learning outcomes.

Keywords

interprofessional education mixed-methods distance education

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