Gaining a “Deeper Understanding”: Outcomes of Using Role Reversal in an Interprofessional Education (IPE) Workshop With OTD and Medical Students

Abstract

Date Presented 03/28/20

This study presents the outcomes of a case-based IPE workshop conducted with second-year doctor of OT (OTD) students and second-year medical students (MSII) using role reversal as an innovative instructional method. The significant difference found when the pre- and posttest mean overall and subscale scores on the IPEC Competency Self-Assessment Tool were compared suggests that role reversal may be an effective instructional method in IPE.

Primary Author and Speaker: Bridgett Piernik-Yoder

Additional Authors and Speakers: David Henzi

BACKGROUND: Interprofessional education (IPE) has been deemed an essential component in health science education by the World Health Organization and recognized as a necessary component in OT education¹. Therefore, it is critical for OT educators provide and assess instructional methods used for IPE with other disciplines. The innovative instructional approach of role reversal² was used in a case-based, IPE workshop conducted in September 2019 with second-year Doctor of Occupational Therapy (OTD) students and second-year medical students (MSII).

METHODOLOGY: The learning objectives for the IPE workshop were based on the Interprofessional Education Collaborate (IPEC) core competencies³. The use of role reversal as an instructional method was used to increase the understanding of the role of other professionals in the case scenario of a patient with stroke preparing for discharge from an acute care setting. A retrospective pretest–posttest design was used to assess the IPE activity.

A total of 241 students—42 OTD students and 199 MSII students—participated in a four-hour IPE workshop. The students were pre-arranged into teams of 10. In every group, one MSII student was assigned the role of the OT and the OT was assigned the role of the physician. Other team roles to which students were assigned included a nurse, social worker, psychologist, pharmacist, physical therapist while faculty facilitators played the role of the patient. Students completed two scenarios—a team meeting and a family meeting with the team—as the role of the team member they were assigned. Following each of the two scenarios, the groups debriefed about the experience.

At the conclusion of the workshop, data were collected using the refined IPEC Competency Self-Assessment Tool⁴ that was electronically distributed to all participating students. An additional post-assessment was administered to the OTD students to obtain their perspective of the IPE workshop. It was hypothesized the students who participated in this IPE workshop would demonstrate a significant change in pre/post-test scores. Descriptive data for pre/post-tests were analyzed and a paired-samples t-test was conducted to compare the mean scores using Excel.

FINDINGS: Eighty-seven percent (n = 210) students completed both assessments and aggregate pre- and post-activity mean overall and mean subscale scores were compared using the paired samples t test. Cohen’s d was calculated as a measure of effect size. There was a significant overall score increase on the IPEC after participating in the IPE activity (M = .28, SD = .43, p < .001, d = .66). The largest increase was seen in the Interaction subscale (M = .37, SD = .53, p < .001, d = .71), followed by the Values subscale (M = .20, SD = .39, p < .001, d = .52).

Descriptive data of the post-assessment completed by the OTD students were analyzed and revealed the role reversal in the IPE experience increased their understanding of teamwork as part of a healthcare team (M=4.15, SD=0.74) and increased their communication skills as part of the healthcare team (M=4.03, SD, 0.77). One OTD student’s response reflected the goal of the use of this instructional method: “Playing a role other than our own seemed counterintuitive at first but I gained a deeper understanding of other professions on the team by doing it.”

CONCLUSION: The significant difference between the pre and post-test scores suggests role reversal in IPE may be an effective instructional method. Post-assessment data provided by the OTD students indicates they felt using role reversal in IPE with medical students was an effective learning activity.

References

1. American Occupational Therapy Association. (2018). 2018 Accreditation Council for Occupational Therapy Educations Standards and Interpretive Guide. Retrieved from https://www.aota.org/∼/media/Corporate/Files/EducationCareers/Accredit/StandardsReview/2018-ACOTE-Standards-Interpretive-Guide.pdf

2. Yaniv, D. (2012). Dynamics of creativity and empathy in role reversal: Contributions from neuroscience. Review of General Psychology, 16(1), 70 – 77. DOI: 10.1037/a0026580

3. Interprofessional Education Collaboration. (2016). Core Competencies for Interprofessional Collaborative Practice. Retrieved from https://nebula.wsimg.com/2f68a39520b03336b41038c370497473?AccessKeyId=DC06780E69ED19E2B3A5&disposition=0&alloworigin=1

4. Lockeman, K., Dow, A., Diaz Granados, D., McNeilly, D., Nickol, D., Koehn, M., & Knab, M. (2016) Refinement of the IPEC Competency Self-Assessment survey: Results from a multi-institutional study, Journal of Interprofessional Care, 30:6, 726-731, DOI: 10.1080/13561820.2016.1220928