Influencing Student Beliefs about Poverty and Health through Interprofessional Community-Based Educational Experiences

Authors

  • Peggy Proctor University of Saskatchewan
  • Deborah Lake MA, PhD; University of Saskatchewan
  • Lisa Jewell MA; University of Saskatchewan
  • Louise Racine RN, PhD; University of Saskatchewan
  • Marcel D'Eon MEd, PhD; University of Saskatchewan
  • Bruce Reeder MD, MHSc; University of Saskatchewan

DOI:

https://doi.org/10.22230/jripe.2010v1n2a24

Keywords:

ofessional education, Population health, Poverty

Abstract

Background: Pre-licensure students from medicine, physical therapy, kinesiology, nursing, and social work participated in a population health project at the University of Saskatchewan. We assessed the effect of this interactive, interprofessional, community-based educational experience on students’ attitudes and beliefs about poverty and health.

Methods and Findings: Participants (N = 119) completed two measures at the beginning and end of the five-week project: the 37-item Attitudes toward Poverty Scale (APS) and the 8-item Beliefs about the Relationship between Poverty and Health (BRPH). APS scores showed a modest significant increase toward more positive attitudes over time (F(1, 110) = 7.97, p < .01). On the BRPH, participants agreed significantly less at Week 5 with two behavioral explanations (F(1, 114) = 5.07, p < .05; F(1, 114) = 11.00, p < .01) and one structural explanation (F(1, 112) = 11.09, p < .01) about relationships between poverty and health. There was some evidence that face-to-face interactions with community members had more impact than a simulation exercise. Students gave positive evaluations of the interprofessional format of the project. Attrition effects may limit the interpretation of these results.

Conclusions: Results demonstrate that brief interprofessional community-based learning experiences can positively influence students’ attitudes and beliefs about the relationship between poverty and health.

Author Biographies

Peggy Proctor, University of Saskatchewan

Peggy Proctor, (BSc(PT), is Coordinator of Clinical and Interprofessional Education in the Master of Physical Therapy program at the University of Saskatchewan and teaches in the area of "Professional Practice."  Her research interests include all aspects of interprofessional learning, including faculty experiences in IPE. In addition, Peggy currently serves as President of the Accreditation Council for Canadian Physiotherapy Academic Programs.

 

Deborah Lake, MA, PhD; University of Saskatchewan

Dr. Lake is a Psychologist with the Alvin Buckwold Child Development Program in the Saskatoon Health Region, and a Professional Affiliate with the College of Graduate Studies and Research, University of Saskatchewan, Saskatoon SK, Canada.

Lisa Jewell, MA; University of Saskatchewan

Ms. Jewell is a PhD candidate in the Department of Social Psychology, College of Arts and Science, University of Saskatchewan, Saskatoon SK, Canada.

Louise Racine, RN, PhD; University of Saskatchewan

Dr. Racine is an Assistant Professor in the College of Nursing, University of Saskatchewan, Saskatoon SK, Canada

Marcel D'Eon, MEd, PhD; University of Saskatchewan

Dr. D'Eon is Director of the Educational Support and Development Unit, and an Associate Professor, in the College of Medicine at the  University of Saskatchewan, Saskatoon SK, Canada.

Bruce Reeder, MD, MHSc; University of Saskatchewan

Dr. Reeder is a Professor in the College of Medicine and School of Public Health at the  University of Saskatchewan, Saskatoon SK, Canada.

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Published

2010-08-13

Issue

Section

Articles: Empirical Research