Start Date
10-29-2016 9:45 AM
End Date
10-29-2016 10:45 AM
Description
Abstract
Objectives: Following this presentation, participants will be able to: 1) describe the utility of assessing the “hidden curriculum” to determine lasting effects of pre-clinical exposure to an IPE curriculum during clinical training, 2) discuss the effectiveness of mixed methodology action research methods for evaluating interprofessional development, and 3) discuss the observed impact of the hidden curriculum during a third year clerkship on interprofessional understanding,
Purpose and Background: Institutions implementing IPE at the pre-clinical level of training may be concerned about the lasting effect of this training during clinical clerkships due to the lack of clinical learning contexts where interprofessional collaborative care (IPCC) is occurring. It is unknown what impact preceptors and other contextual factors will have on students’ continued understanding and attitudes about IPCC during this highly formative experiential clinical portion of training. The construct of the hidden curriculum is an effective lens through which the nature of this impact can be examined. This study assessed attitudes of current third year medical students toward IPCC through the lens of the hidden curriculum, addressing the following research questions. Within the clinical context: 1) From where does the hidden curriculum related to IPCC emanate? 2) What is the nature of these implicit messages? 3) How does the congruence of preceptor attitudes about IPCC influence the maintenance, attenuation, or amplification of students’ attitudes about IPCC?
Methods: A mixed methodology concurrent triangulation action design was used to assess the understanding of, and attitude change regarding, IPCC among current third year clerks who, in the prior year, had completed a year-long required pre-clinical interprofessional curriculum.
Results and Relevance: Results indicated that positive attitudes toward IPCC matured during clinical training and that both positive and negative messages regarding IPCC emanate from multiple sources within the clinical milieu. Increased regard for some professions was observed; yet, messages received by students from medical residents about nursing were more complex. Student attitudes seem to mimic those of their faculty mentors. This study demonstrates the need to consider the construct of the hidden curriculum for evaluating contextual effects of clinical training sites on IPE outcomes. Additionally, participants will observe the benefits of examining curricular outcomes through a mixed methods action oriented design.
Included in
Assessing the Impact of the Hidden Curriculum on Interprofessional Development Among Medical Clerkship Students: A Mixed-Methods Action Research Analysis
Abstract
Objectives: Following this presentation, participants will be able to: 1) describe the utility of assessing the “hidden curriculum” to determine lasting effects of pre-clinical exposure to an IPE curriculum during clinical training, 2) discuss the effectiveness of mixed methodology action research methods for evaluating interprofessional development, and 3) discuss the observed impact of the hidden curriculum during a third year clerkship on interprofessional understanding,
Purpose and Background: Institutions implementing IPE at the pre-clinical level of training may be concerned about the lasting effect of this training during clinical clerkships due to the lack of clinical learning contexts where interprofessional collaborative care (IPCC) is occurring. It is unknown what impact preceptors and other contextual factors will have on students’ continued understanding and attitudes about IPCC during this highly formative experiential clinical portion of training. The construct of the hidden curriculum is an effective lens through which the nature of this impact can be examined. This study assessed attitudes of current third year medical students toward IPCC through the lens of the hidden curriculum, addressing the following research questions. Within the clinical context: 1) From where does the hidden curriculum related to IPCC emanate? 2) What is the nature of these implicit messages? 3) How does the congruence of preceptor attitudes about IPCC influence the maintenance, attenuation, or amplification of students’ attitudes about IPCC?
Methods: A mixed methodology concurrent triangulation action design was used to assess the understanding of, and attitude change regarding, IPCC among current third year clerks who, in the prior year, had completed a year-long required pre-clinical interprofessional curriculum.
Results and Relevance: Results indicated that positive attitudes toward IPCC matured during clinical training and that both positive and negative messages regarding IPCC emanate from multiple sources within the clinical milieu. Increased regard for some professions was observed; yet, messages received by students from medical residents about nursing were more complex. Student attitudes seem to mimic those of their faculty mentors. This study demonstrates the need to consider the construct of the hidden curriculum for evaluating contextual effects of clinical training sites on IPE outcomes. Additionally, participants will observe the benefits of examining curricular outcomes through a mixed methods action oriented design.