153 - Dissecting Through the Decade: A 10-year Cross-sectional Analysis of Interprofessional Experiences in the Anatomy Lab

Poster Board Number: 153
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Co-authors:

Shirley Quach - Program of Interprofessional Practice, Education and Research, School of Rehabilitation Science - McMaster University; Sakshi Sinha - Faculty of Health Sciences - McMaster University; Alexandra Todd - Faculty of Health Sciences - McMaster University; Andrew Palombella - Education Program in Anatomy - McMaster University; Jasmine Rockarts - Education Program in Anatomy - McMaster University; Sarah Wojkowski - Program of Interprofessional Practice, Education and Research, School of Rehabilitation Science - McMaster University; Bruce Wainman - Education Program in Anatomy - McMaster University

Abstract Body : Introduction:
Interprofessional education (IPE) is a critical component in preparing pre-licensure health professional students for future teamwork and collaboration. In addition, solid knowledge in anatomy and physiology is fundamental for healthcare professionals. Therefore, interprofessional anatomical education is a great avenue to build on students’ anatomical knowledge, while interacting with students from other disciplines. The objective of this cross-sectional study was to evaluate the differences in IPE attitudes and perceptions across several disciplines in a span of 10 years.

Materials and methods:
This was a prospective, cross-sectional program evaluation of an IPE Anatomy Dissection elective, offered at McMaster University by the Education Program in Anatomy since 2009. This is an annual, intensive 10-week IPE Anatomy Dissection elective, inviting students from seven health professional programs. From 2011, enrolled students were invited to complete the Readiness for Interprofessional Scale (RIPLS) and Interprofessional Education Perception Scale (IEPS) before and after the elective. RIPLS and IEPS scores were compared before and after, using paired t-tests and subgroup analyses using the analysis of variance (ANOVA), where appropriate. STATA 17.0 B/E was used and p-values ≤ 0.05 were considered statistically significant.

Results:
From 2011 to 2020, a total of 264 students enrolled into the IPE Anatomy Dissection elective and completed the RIPLS and IEPS. Before and after the elective, there was significant differences in students’ scores for total RIPLS and three of the four subscales: teamwork and collaboration, positive professional identity and roles and responsibilities. Similarly, there were statistical differences in the total IEPS scores and two of three subscales: competency and autonomy, and perceived actual cooperation. Statistically significant differences in RIPLS and IEPS total scores across several disciplines were also observed.

Conclusions:
This elective improved students’ IPE perceptions and attitudes, likely from the extended learning and exposure opportunity with other disciplines.

Significance:
This is the first report of pre-licensure students’ IPE attitudes and perceptions before and after the IPE Anatomy Dissection elective across 10 years. Improvements may be due to their greater understanding for their own roles, responsibilities and other disciplines’ roles. Interprofessional anatomy education may be an ideal avenue to provide IPE training for pre-licensure students before entering the workforce.

Funding details:
This research was supported by the Education Program in Anatomy and the Program for Interprofessional Practice, Education and Research, McMaster University.