To evaluate progress in meeting the learning objectives, students were asked to

respond to a knowledge, skills, and attitude survey before and after the UAMMC IPE
experience. A 7-item Likert scale was used for item responses: 7=Strongly Agree,
6=Agree, 5=Somewhat Agree, 4=Neither Agree nor Disagree, 3=Somewhat
Disagree, 2=Disagree, and 1=Strongly Disagree. The items in Table 2 were derived
from the IPEC Competencies based on their four core competencies: (1) values and
ethics for interprofessional practice; (2) roles and responsibilities; (3)
interprofessional communication; and (4) teams and teamwork (IPEC, 2016).
Similarly, Dow, DiazGranados, Mazmanian, and Retchin (2014) adapted the IPEC
competencies to define success of IPE programs via the Interprofessional Education
Collaborative (IPEC) Competency Survey.
Table 2. Median student knowledge and attitude survey scores, pre- and post-IPE
experience

Survey Item All Median Median Median Median

students Nursing Pharmac Medicine Dietetics
combine Score y Score Score Score
d (N=7) (N=8)
median (N=4) (N=3)
score
(N=22)*

Perceived Knowledge and Skills

1. I am able to Pre- 7 7 7 7 7
respect the unique Activity
cultures, values,
roles/responsibilities,
and expertise of other Post- 7 7 7 7 7
health professions. Activity

2. I am able to work Pre- 7 7 7 7

in cooperation with Activity
those who receive 7
care, those who
provide care, and Post- 7 7 7 7 7
others who contribute Activity
to or support the
delivery of prevention
and health services.

3. I am able to Pre- 7 6 7 7 7
engage diverse Activity
healthcare
professionals who
complement my own Post- 7 7 7 7 7
Activity
professional
expertise, as well as
associated resources,
to develop strategies
to meet specific
patient care needs.

4. I am able to use Pre- 6 6 6 7 7

the full scope of Activity
knowledge, skills, and
abilities of available
health professionals Post- 7 7 7 7 7
and healthcare Activity
workers to provide
care that is safe,
timely, efficient,
effective, and
equitable.

5. I am able to listen Pre- 7 7 7 7 7

actively, and Activity
encourage ideas and
opinions of other
team members. Post- 7 7 7 7 7
Activity

6. I am able to Pre- 6.5 6 6.5 6 7

express my Activity
knowledge and
opinions to team
members involved in Post- 7 6 7 7 7
patient care with Activity
confidence, clarity,
and respect, working
to ensure common
understanding of
information and
treatment and care
decisions.

7. I am able to apply Pre- 6.5 6 6.5 6 7

leadership practices Activity
that support
collaborative practice
and team Post- 7 6 7 7 7
effectiveness. Activity

Attitudinal
8. Patients/clients Pre- 7 7 7 7 5
receiving Activity
interprofessional care
are more likely than
others to be treated Post- 7 7 7 7 6
as whole persons. Activity

9. Developing an Pre- 3.5 3 4 2 2.5

interprofessional Activity
patient/client care
plan is excessively
time consuming. Post- 2 2 2.5 5 2
Activity

10. The give and take Pre- 6.5 6 7 6.5

among team Activity
members helps them 7
make better
patient/client care Post- 7 7 6 7 7
decisions. Activity

11. The Pre- 6.5 6 7 7 6.5

interprofessional Activity
approach makes the
delivery of care more
efficient. Post- 7 7 6 7 7
Activity

12. Developing a Pre- 6 6 6 7 6.5

patient/client care Activity
plan with other team
members avoids
errors in delivering Post- 6 6 6.5 7 7
care. Activity

13. Working in an Pre- 2 2 3 1 2

interprofessional Activity
manner unnecessarily
complicates things
most of the time. Post- 2 2 5 1 1.5
Activity

14. Working in an Pre- 6a 6 6 6 5.5

interprofessional Activity
environment keeps
most health
professionals Post- 7a 6 5 7 6.5
enthusiastic and Activity
interested in their
jobs.

15. The Pre- 7 7 7 7 7

interprofessional Activity
approach improves
the quality of care to
patients/clients. Post- 7 7 7 7 7
Activity

16. In most Pre- 2 2 3 2 2

instances, the time Activity
required for
interprofessional
consultations could Post- 2 2 2 2 1.5
be better spent in Activity
other ways.

17. Health Pre- 6b 6 4.5 6 4.5

professionals working Activity
as teams are more
responsive than
others to the Post- 7b 6 5 7 6
emotional and Activity
financial needs of
patients/clients.

18. The Pre- 6 6 6.5 7 6

interprofessional Activity
approach permits
health professionals
to meet the needs of Post- 7 7 6 7 6.5
family caregivers as Activity
well as patients.

19. Having to report Pre- 7 7 6 7 7

observations to a Activity
team helps team
members better
understand the work Post- 7 7 7 7 7
of other health Activity
professionals.

20. Team meetings Pre- 7 6 7 6 7

foster communication Activity
among team
members from
Post- 7 6 7 7 7
different professions Activity
or disciplines.

a. A Wilcoxon Signed Rank Test revealed the difference between the pre- and post- activity
scores for this item are statistically significant at p0.05, z=-2.9505, with a medium to large
effect size (r=.43). The median score for this item before the event was 6 (agree) and that
increased to a median score of 7 (strongly agree) after the event.

b. A Wilcoxon Signed Rank Test revealed the difference between the pre- and post- activity
scores for this item are statistically significant at p0.05, z=-3.0594, with a medium to large
effect size (r=.45). The median score for this item before the event was 6 (agree) and that
increased to a median score of 7 (strongly agree) after the event.

*NOTE: There were 26 total participants at the time of data collection, but due to incomplete or
non-responses, data is only presented for the 22 respondents who completed both the pre- and
post-activity surveys.

Scale: 7=Strongly Agree, 6=Agree. 5=Somewhat Agree, 4=Neither Agree nor Disagree,
3=Somewhat Disagree, 2=Disagree, 1=Strongly Disagree