Establishing ‘health professions literacy’: Evaluation of a video‐based learning package in a three‐phase curriculum
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Background: At ATBHVI we reported on the development of a three‐phase pre‐registration interprofessional curriculum and introduced the concept of ‘health professions literacy’ (HPL), which is a foundational understanding of the history, theoretical underpinnings, philosophy, roles and contributions of each of the major health professions, including the learner’s own. We postulate that prior acquisition of this literacy will enhance the effectiveness and efficiency of truly interprofessional learning (IPL) activities undertaken in the second (interprofessional practice simulation) and third (real patient or client care IPL) pedagogical phases of our curriculum. Objectives: To determine the effectiveness of an online video‐based learning package in establishing HPL. Methods: We developed a package comprising an engaging, high‐production‐values, video narrative involving a man with multiple health risk factors who is involved in a car accident and then encounters 19 different health professionals before, during and after his hospital stay. Each professional encountered also provides HPL information on their profession in the form of a video interview. First year health professional students undertook a formative scenario‐based pre‐test to assess their HPL before the package was made available and a matching but different summative post‐test one to three weeks after it was completed. Two tests were allocated as pre or post to randomly split halves of the class to ensure equivalence. Results: 279 learners from a range of health professional programs completed both tests. Test equivalence was confirmed on the split halves analysis. The median score for the post‐test was 17/20 compared with a median pre‐test score of 14/20 (P<0.0001 by Wilcoxon matched‐pairs signed‐ranks test). Implications: The video‐based learning package had a statistically and educationally significant positive early impact on HPL. Further work will determine the longevity of this effect and its subsequent value in relation to the effectiveness of IPL experiences in later phases of the curriculum.
All Together Better Health VII International Interprofessional Conference
Medicine, Nursing and Health Curriculum and Pedagogy