The Partnered Learning Project
IPE Toolkit:
A Toolkit to Assist in the Planning and Implementation of an Interprofessional Education Program for Healthcare Students
4. Evaluation Instruments
Student Evaluation
The Process | Lessons Learned | Adaptation of Materials | Ongoing Challenges |
- Performing a qualitative pre-IPE placement evaluation provides the facilitators with a sense of the students’ experiences to date. A qualitative post-IPE placement evaluation generates value feedback which informs the development of future program planning.
- The Interdisciplinary Education Perception Scale (IEPS) – Luecht et al (1990) was used for the evaluation.
- Section 3 (page 26) of the manual – the pre-IPE qualitative evaluation was adapted only for site specific information
- Section 3 (page 34) – the post-IPE qualitative evaluation was adapted only for site specific information
- The evaluations provided useful feedback about what the students thought of the process, and their recommendations for improvement.
- The students commented that they learned about each others’ roles, teamwork, the value of communication between professionals, how their roles and professions can work together, the similarities and differences among professions, mutual respect, and increased their confidence in asking about others’ roles.
- Constructive feedback received about the PLP placements included: the need to try to include more professions (medicine); plan more time (in total length and number of sessions); use more generic patient cases as study subjects so that everyone can be equally involved in the discussions; start the IPE placement at the same time as the regular clinical placement; and facilitate more interprofessional shadowing opportunities.
- Interestingly, some of the feedback received from the students mirrors some of the challenges noted in relation to implementing the IPE placement. Scheduling and time constraints were clearly identified. The value of the shadowing experiences was noted but students cited the need to have the IPE facilitators or the preceptors assist in making these arrangements as this was a challenging expectation to leave with the students themselves.
