An Interprofessional Education Program

NCT06525194 | Completed DMC

• 1 other identifier: MedEdu1
• Study Type: interventional
• Target: 25
• Locations: 1 country
• Sites: 1

Brief Summary

Aim: The aim of the study was to develop and implement an interprofessional education (IPE) program that will enhance healthcare students' learning through motivating them with a theme. Methods: Undergraduate healthcare students enrolled in faculties of dentistry, medicine, and health sciences at a higher education institution in Turkey participated in this program. The program was based on the ARCS-V motivational design model, included three sessions and was hybrid. Tactics and strategies from the motivational model were used throughout the online and face-to-face training process. The Readiness for Interprofessional Learning Scale (RIPLS) was used to assess students' readiness for interprofessional education, while the ARCS-V Motivation Scale was used to assess the program. Data were analyzed using Chi-Square test, Independent t test, Wilcoxon rank test, Mann Whitney U test, and one way analysis of variance.

Conditions

Education; Professional Role; Interprofessional Relations; Patient Safety; Acceptability of Health Care; Patient Acceptance of Health Care

Keywords

Interprofessional Education; ARCS_V Motivational Model; Medical Education; Health Professionals; Action Research; ADDIE Insctructional Design

Outcome Measures

Primary Outcomes (2)

• The Readiness for Interprofessional Learning Scale (RIPLS)

  The Readiness for Interprofessional Learning Scale (RIPLS) was developed by Parsell and Bligh (1999), revised by McFadyen et al. (2005,2009) and adapted to Turkish by Ergönül et al. This scale is a three-dimensional, five-point Likert type scale consisting of 19 items used to measure participants' attitudes towards teamwork and collaboration, professional identity, and roles and responsibilities. According to the literature, a score of 4 and above indicates increased readiness.

  2 days

• ARCS-V Motivation Scale

  The study utilized the ARCS-V motivation model alongside the ADDIE instructional design model. ARCS-V Motivation Design Scales, 5-point Likert type scales where higher scores indicate higher motivation, assessed the effectiveness of motivational strategies in the IPE program. Scales Used: Instructional Materials Motivation Survey (IMMS): Developed by Keller in 1993 and revised in 2009, this scale has 16 items focusing on attention, relevance, confidence, and satisfaction. Course Interest Survey (CIS): Created by Keller in 1993, it also consists of 16 items, targeting the same four factors as IMMS. Volition For Learning Scale (VFLS): Developed by Keller et al. in 2020, this 13-item scale is two-dimensional, focusing on action planning and action control, reflecting the need for motivation, volition, and self-regulation.

  2 days

Study Arms (1)

Educational Intervention Group

EXPERIMENTAL

Participants in this group included undergraduate healthcare students from the faculties of dentistry, medicine, and health sciences at a higher education institution in Turkey. The group underwent an interprofessional education (IPE) program designed based on the ARCS-V motivational design model. The program consisted of three sessions and was delivered in a hybrid format, incorporating both online and face-to-face elements. Various tactics and strategies from the motivational model were used throughout the training process. The Readiness for Interprofessional Learning Scale (RIPLS) and the ARCS-V Motivation Scale were administered to assess the students' readiness for interprofessional education and the program's effectiveness. The educational content included scenarios, multimedia elements, messages, emails, reflection assignments, and group tasks, which aimed to enhance students' motivation, interest, and overall learning experience.

Behavioral: Education

Interventions

Education BEHAVIORAL

An Interprofessional Education Program Based on the ARCS-V Motivation Model on the Theme of "Chronic Disease Management and Patient Safety"

Educational Intervention Group

Eligibility Criteria

• Age: 18 Years+
• Sex: all
• Healthy Volunteers: No
• Age Groups: Adult (18-64), Older Adult (65+)

You may qualify if:

• To be a health professional student at the undergraduate level in the Faculty of Dentistry, Medicine and Health Sciences (Nutrition and Dietetics, Nursing, Physical Therapy and Rehabilitation) at Izmir Democracy University in Turkey.
• Voluntarily participate in the training.

You may not qualify if:

• Being a student at universities other than Izmir Democracy University

Sponsors & Collaborators

• Izmir Democracy University: lead
• Ege University: collaborator

Study Sites (1)

İzmir Demokrasi Üniversitesi Tıp Fakültesi

Izmir, Konak, 35290, Turkey (Türkiye)

Location

MeSH Terms

Conditions

Patient Acceptance of Health Care

Interventions

Educational Status

Condition Hierarchy (Ancestors)

Treatment Adherence and Compliance; Health Behavior; Behavior

Intervention Hierarchy (Ancestors)

Socioeconomic Factors; Population Characteristics

Study Officials

• Aysel Baser, Asst Prof

  Izmir Democracy University

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NA
• Masking: NONE
• Purpose: OTHER
• Intervention Model: SINGLE GROUP
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: assistant professor dr

Model Details: The program was based on the ARCS-V motivational design model, included three sessions and was hybrid.

Study Record Dates

• First Submitted: July 19, 2024
• First Posted: July 29, 2024
• Study Start: July 2, 2022
• Primary Completion: July 2, 2022
• Study Completion: July 3, 2022
• Last Updated: July 29, 2024

Record last verified: 2024-07

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)