Course Design of IP Courses and Learning Outcome for Students

Background

Most universities and university colleges provide interprofessional (IP) courses for their students, and many countries have regulations requiring higher educational institutions to provide IP courses. While described learning outcomes are often similar across the institutions, the course design varies considerably from site to site.

The aim was to compare students’ learning outcomes as measured by the Interprofessional Collaborative Competencies Attainment Survey (ICCAS) between the different IP courses in Norway and to correlate possible differences to course design.

Methods

Last year we conducted a survey where all students participating in IP courses was invited to score their learning outcome on ICCAS. All sites in Norway participated, but only six of them recruited enough students to allow statistical analysis. Of these, four courses were campus based, and two courses were workplace based.

ICCAS is a 20-item questionnaire where the students score self-perceived change in IP capabilities. The Norwegian version of ICCAS is currently under validation.

Results

Preliminary results on correlation between learning effect size of self-reported IP capabilities and course design will be provided.

Discussion

ICCAS may be a valuable tool for comparing learning outcome from IP training. We will discuss which course designs that correlates with high learning effect size and possible why. Limitations will be elucidated.

Take home messages

Participants may get better understanding on how to construct an IP course for maximal learning outcomes for the students