A mock job interview to assess an interprofessional education program
Jodi Polaha, Ivy Click, Brian Cross, ETSU Department of Family Medicine, United States ; Adam Welch, Rick Hess, Jessica Burchette, Department of Pharmacy Practice, United States
Journal of Interprofessional Education & Practice Volume 15, Number 1, ISSN 2405-4526 Publisher: Elsevier Ltd
Evaluation of interprofessional education (IPE) has been limited to students’ self-report and rarely assessed content validity using real-world input.This study compared students who did and did not complete an IPE curriculum using a mock interview. Aims were to compare them: 1) in terms of competencies around team based care, and 2) as rated by clinicians providing team based care.Students participated in a mock field placement interview. Study staff rated transcripts on IPE competencies. Clinicians rated and ranked students in terms of their knowledge/values and preference for hiring.IPE students had higher ratings on seven of eleven competences than non-IPE students. Clinical experts rated IPE students higher and ranked them as more preferable.This study demonstrates the efficacy and validity of foundational IPE beyond self-report. IPE impacted students’ responses in a real-world scenario in a way that discriminated them from their peers.
Polaha, J., Click, I., Cross, B., Welch, A., Hess, R. & Burchette, J. (2019). A mock job interview to assess an interprofessional education program. Journal of Interprofessional Education & Practice, 15(1), 94-99. Elsevier Ltd.