Evidence Based Practice Symposium - McMaster University

Qualitative: Qualitative data was collected from two
primary sources: open-ended survey questions that
accompanied the online post-survey, and through the
facilitation of three focus groups. Using stratified random
sampling, 18 students were chosen to participate in the focus
groups; these participants included four medical students, four
nursing students, four occupational therapy students, three
physician assistant students, two midwifery students, and one
child life specialist student. No physiotherapy students were
able to attend these groups. Each focus group was cofacilitated
by two student researchers and audio recorded for
later transcription. Focus group recordings were transcribed
verbatim using a denaturalized transcription technique. Focus
group transcriptions and the qualitative questions from the
online questionnaire data were coded manually by two student
researchers individually and later compared for agreement.
Qualitative data was then coded electronically using NVivo 9
computer software (Basit, 2003). Student researchers
performed a content/narrative analysis of the data from which
seven primary themes emerged (Taylor-Powell & Renner,
2003).
To establish trustworthiness throughout the data collection
and analysis process, triangulation, member checking, peer
debriefing, and reflection were used and an audit trail was
maintained (Kielhofner, 2006).
Results & Discussion
Quantitative: Analysis of the RIPLS pre- and post-
questionnaires revealed that the teamwork and collaboration
subscale was statistically significant (p=0.01).
Qualitative: Seven key themes emerged from the
qualitative data collected from online surveys and the focus
group discussions. These themes are as follows:
1) Students learned about the importance of interprofessional
collaboration and communication for patient safety;
2) Students became somewhat more familiar with roles of
other professions however, they wanted additional
clarification;
3) Students appreciated the opportunity to meet students from
other programs;
4) Some students felt the scenarios and examples were very
medically focused;
5) Students found the keynote speaker most enjoyable;
6) Students found the small group discussions to be the most
useful; and
7) Students enjoyed the IPE workshop overall and recommend
it continuing in the future.
Statistically significant change within the “teamwork and
collaboration” subscale of the RIPLS echoed the qualitative
themes of opportunity for networking and usefulness of small
group learning. Collaborative experiences at the workshop
may have provided students with the opportunity to recognize
the implications of collaboration for patient safety and to
further develop these skills among their interprofessional
small groups. This may have contributed to the statistically
significant change in this subscale.
Relevance to OT: Since IPE is recognized by CAOT as a
primary initiative to enhance the services provided by
occupational therapists, this workshop has provided an
opportunity for occupational therapy students to engage in
interprofessional collaboration and communication to further
develop these competencies. In particular, this event allowed
occupational therapy students to understand the importance of
explaining the role of OT and advocating for the profession to
enhance patient safety.
Limitations & Future Direction
Within the quantitative data set, not all students completed
both the pre- and post- RIPLS online survey, therefore results
were analyzed as a whole, rather than identifying change
among individuals. Completion of the RIPLS survey was
optional so some student experiences and viewpoints may not
have been equally represented.
Further, students who volunteered to participate in the three
focus groups were those who enjoyed the workshop and found
value in attending. Thus, a volunteer bias was present in the
focus groups which may not accurately represent all student
views and opinions. Also, despite efforts to represent all
faculties within the focus groups, no physiotherapy students
were available to participate.
Further research should more closely examine the
qualitative themes within student responses from each program.
Examining the responses from each program in isolation will
help determine if there were any experiences or thoughts that
are more common, or even unique to, students from any
specific program.
Conclusion
PIPER’s first large-scale workshop entitled Learning
Together to Work Together: Professionalism and Patient Safety
was evaluated using Kirkpatrick’s four-level evaluation model
as a theoretical basis (Kirkpatrick & Kirkpatrick, 2006). The
RIPLS questionnaire was used to statistically measure changes
in student learning and readiness for interprofessional
collaboration that occurred as a result of attending this event
(McFadyen, Webster & Maclaren, 2006). Qualitative measures
included open-ended survey questions and focus groups were
used to capture student experiences of the workshop. While
many students across programs reported that the IPE workshop
was beneficial for their learning, recommendations were also
captured to improve this event for future student cohorts.
Acknowledgements
We would like to thank all student participations for sharing
their experiences. We would also like to thank Bonny Jung,
Jenn Salfi, Alison Cook, and Margaret Shkimba for all of their
support and guidance throughout this project.
Key References
Canadian Association of Occupational Therapists (2011). CAOT position
statement: Occupational therapy and client safety. Retrieved from
http://www.caot.ca/pdfs/positionstate/PS_ClientSafety.pdf
Kielhofner, G. (Ed.). (2006). Research in occupational therapy: Methods of
inquiry for enhancing practice. Philadelphia: F. A. Davis.
Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs:
The four levels (3rd ed.). San Francisco: Berrett-Koehler Publishers Inc.
McFadyen, A.K., Webster, V.S., & Maclaren, W.M. (2006). The test-retest
reliability of a revised version of the readiness for interprofessional
learning scale (RIPLS). Journal of Interprofessional Care, 20(6), 633-639.
Mueller, D., Klingler, R., Paterson, M., & Chapman, C. (2008). Entry-level
interprofessional education: Perceptions of physical and occupational
therapists currently practicing in Ontario. Journal of Allied Health, 37(4),
189-195.
Sargeant, J. (2009). Theories to aid understanding and implementation of
interprofessional education. Journal of Continuing Education in the Health
Professions, 29(3), 178-184.
*A full reference list is available upon request*