Survey of Interprofessional Collaboration Learning Needs and Training Interest in Health Professionals, Teachers, and Students: An Exploratory Study

Authors

  • Krista Baerg Department of Pediatrics, University of Saskatchewan
  • Deborah Lake Department of Psychology, University of Saskatchewan
  • Teresa Paslawski Department of Speech Pathology and Audiology, University of Alberta

DOI:

https://doi.org/10.22230/jripe.2012v2n2a47

Keywords:

Continuing professional learning, Interprofessional collaboration, Interprofessional education, Online learning, Survey

Abstract

Abstract
Background: Researchers and trainers from many professions and settings have emphasized the importance of explicit training in interprofessional collaboration (IPC), but interest in and best practice for training for IPC remains unknown.

Methods and Findings: A 33-item Internet-based survey was completed by 486 practicing professionals and students from the sectors of health and education. The survey assessed experiences and knowledge of IPC as well as interest in and barriers to further training in IPC. Overall, there was agreement among respondents regarding the importance of IPC. Satisfaction with IPC was associated with higher self-ratings of knowledge and skills related to IPC. Interest in further IPC training was high, especially for one- or two-day workshops or web-based modules. Qualitative analysis of responses to an open-ended question about IPC skills and knowledge revealed seven networks of common themes that can serve as a framework for training and theory development.

Conclusions: IPC training should provide knowledge about IPC models and research, leadership styles, team stages, and conflict management, while also ensuring that training applies to the workplace or practicum placement. Efforts should be made to promote awareness of the need for training in areas where trainees already feel competent.

Downloads

Published

2012-02-10

Issue

Vol. 2 No. 2 (2012)

Section

Articles: Empirical Research

License

JRIPE publishes original research in Interprofessional Practice and Education. It allows authors to maintain copyright in exchange for a limited term exclusive license to make the article publicly available; followed by a permanent non-exclusive licence to continue making the article available to users; and the right to make the article available through databases. It asks for 50 percent of any commercial fees payable for usage. Authors may, at any time, archive the work on their own site or that of their institution. Authors must indemnify the journal against damage; obtain any necessary permissions; and attest to the article’s originality and legitimate legal status.

Users have the right to read, download, copy, distribute with the acknowledgement that this aricle was first published by the Journal of Interprofessional Practice and Education, print, search, or link to the full texts of the articles in this journal.