Professional Poster

Healthcare Students’ Perceived Growth in Cultural Humility and Interprofessional Socialization Following a Grand Rounds Interprofessional Workshop: A Cross-Sectional Study of Two Cohorts

Abigail Delehanty, PhD, CCC-SLP

Assistant Professor

Duquesne University

Sarah Manspeaker, PhD, ATC, FNAP

Associate Professor

Duquesne University

Elizabeth DeIulius, OTD, OTR/L, CLA, FNAP, FAOTA

Clinical Associate Professor and Program Director

Duquesne University

Michelle McCann, OTD, OTR/L, C/NDT, CBIS, PPSC

Assistant Clinical Professor/Assistant Dean of Community Engaged Learning and Service

Duquesne University

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Track:

Interprofessional Collaboration and Advocacy to Address Health Equity, Racism and Bias in Practice

Attendee IPE Experience Track: Some experience with IPE

Keywords: cultural humilityinterprofessional socializationhealthcare students

Background and Aims:
Healthcare students’ preparation for engagement collaborative practice may be enhanced through the consideration of cultural humility and interprofessional socialization. Therefore, inclusion of these elements is gaining emphasis within IPE implementation. The purpose of this study was to examine perceptions of a Grand Rounds Interprofessional Workshop (GRIW) for two consecutive, independent cohorts of pre-licensure healthcare students from eight professions. Thematic areas of student growth in the areas of culturally humble inquiry and respect for other professions will also be shared.

Methodology:
This study used a cross-sectional, one-group pretest-posttest quasi-experimental design. To prepare for the GRIW, students completed online modules and pre-post-workshop surveys (i.e., sociodemographic background; Interprofessional Socialization and Valuing Scale [ISVS-9]; Cultural Competence Self-Assessment Checklist [CCSAC]). A total of 514 students provided consent and pre-post-workshop data (Year 1: n=287; Year 2: n=227).

Results:
Cultural Humility: Paired t-tests for the entire sample indicated that participation in the GRIW was related to an increase in in CCSAC scores from pre-(M=120.5, SD=13.0) to post-workshop (M=129.5, SD=11.5) with a medium effect size, t(513)=17.9, pConclusion:
IPE opportunities with intentional emphasis on cultural humility and socialization strategies can increase knowledge and respect for individual differences and the roles, values, and expertise of other professionals, which may ultimately improve health equity and patient experiences.

Reflections:
Challenging students to reflect on their own biases during their interprofessional identity formation may build capacity to develop career-long strategies for enhancing the skills supported in this study. Future studies will investigate longitudinal student perceptions in a more diverse sample and in additional cohorts.

Priority criteria:
This poster includes (a) the identification of factors beyond clinical care that affect health, (b) measurable learning outcomes, and (c) addresses Quadruple Aim outcomes. Specifically, a strategic focus on developing cultural humility may enhance the patient’s experience and health, and targeting interprofessional socialization can improve efficiency and the work life of the health care team.