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  • Establishing ‘health professions literacy’: Evaluation of a video‐based learning package in a three‐phase curriculum

    Author(s)
    Morrissey, Shirley A.
    Rogers, Gary David
    Chan, Pit Cheng
    Kerkow, E.
    Desbrow, Ben
    Griffith University Author(s)
    Desbrow, Ben
    Morrissey, Shirley A.
    Chan, Pit Cheng C.
    Rogers, Gary
    Year published
    2014
    Metadata
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    Abstract
    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 ...
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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.
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    Conference Title
    All Together Better Health VII International Interprofessional Conference
    Publisher URI
    http://www.atbh7.pitt.edu/index.htm
    Subject
    Medicine, Nursing and Health Curriculum and Pedagogy
    Publication URI
    http://hdl.handle.net/10072/65359
    Collection
    • Conference outputs

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