Penelope A. Moyers, Patricia L. Finch Guthrie, Alice R. Swan, Laurie Anderson Sathe; Interprofessional Evidence-Based Clinical Scholar Program: Learning to Work Together. Am J Occup Ther 2014;68(Supplement_2):S23–S31. https://doi.org/10.5014/ajot.2014.012609
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© 2020 American Occupational Therapy Association
St. Catherine University and North Memorial Medical Center conducted an Interprofessional Clinical Scholar Program (ICSP) involving five teams of staff, students, and faculty. The aim of the case study was to determine how the interprofessional teams implemented evidence-based projects. We triangulated data from interviews, field notes, and surveys to produce themes: learning to value interprofessional teams, working as a team, and being evidence-based practitioners. We found significant differences pre- and post-ICSP on the Attitudes Toward Interprofessional Teamwork and Education scale, t(14) = −5.48, p < .005, and the Terminology subscale of the Evidence-Based Practice Profile, t(15) = −4.04, p = .001. We found no change in scores on the Evidence-Based Practice Belief Scale, t(14) = −1.49, p = .156. The study supported predicted patterns of benefits from ICSP. Not all participants benefited because of variability in attendance.
Describe your overall experience in being in the program.
In what ways has the program met your expectations, and in what ways did it not meet your expectations?
Describe your experience in actually implementing and evaluating the project.
Having clearer attendance expectations to create more cohesive teams
Asking team members to sign up for longer periods of involvement
Adding extra learning modules to address EBP steps that are more difficult
Correlating the scheduled learning times to better match teams’ readiness
Training mentors in mentoring interprofessional teams before beginning the program.
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