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Has Interprofessional Education Changed Learning Preferences? A National Perspective
Author(s) -
Kashner T. Michael,
Hettler Debbie L.,
Zeiss Robert A.,
Aron David C.,
Bernett David S.,
Brannen Judy L.,
Byrne John M.,
Can Grant W.,
Chang Barbara K.,
Dougherty Mary B.,
Gilman Stuart C.,
Holland Gloria J.,
Kaminetzky Catherine P.,
Wicker Annie B.,
Keitz Sheri A.
Publication year - 2017
Publication title -
health services research
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.706
H-Index - 121
eISSN - 1475-6773
pISSN - 0017-9124
DOI - 10.1111/1475-6773.12485
Subject(s) - preceptor , medicine , accreditation , family medicine , interprofessional education , graduate medical education , curriculum , veterans affairs , patient satisfaction , nursing , hospital medicine , medical education , health care , psychology , pedagogy , economics , economic growth
Objective To assess how changes in curriculum, accreditation standards, and certification and licensure competencies impacted how medical students and physician residents value interprofessional team and patient‐centered care. Primary Data Source The Department of Veterans Affairs Learners’ Perceptions Survey (2003–2013). The nationally administered survey asked a representative sample of 56,569 U.S. medical students and physician residents, with a comparison group of 78,038 nonphysician trainees, to rate satisfaction with 28 elements, in two overall domains, describing their clinical learning experiences at VA medical centers. Study Design Value preferences were scored as independent adjusted associations between an element (interprofessional team, patient‐centered preceptor) and the respective overall domain (clinical learning environment, faculty, and preceptors) relative to a referent element (quality of clinical care, quality of preceptor). Principal Findings Physician trainees valued interprofessional (14 percent vs. 37 percent, p < .001) and patient‐centered learning (21 percent vs. 36 percent, p < .001) less than their nonphysician counterparts. Physician preferences for interprofessional learning showed modest increases over time (2.5 percent/year, p < .001), driven mostly by internal medicine and surgery residents. Preferences did not increase with trainees’ academic progress. Conclusions Despite changes in medical education, physician trainees continue to lag behind their nonphysician counterparts in valuing experience with interprofessional team and patient‐centered care.