Implementation and Evaluation of Interprofessional Home-based Assessment Training
BACKGROUND
While interprofessional teams often work with clients in home-based care, students often do not receive training on working in the home environment, and interprofessional collaboration in home-based care. This training is often left to field agencies, leading to variation in depth, standardization, and quality of training.
In April 2024, 33 students in social work, occupational therapy, physical therapy, nutrition, and speech language pathology programs participated in an interprofessional home-based assessment training. The training incorporated six asynchronous online modules covering: preparing for home visits; interprofessional collaboration; communication; assessment tools; and cultural, ethical and legal aspects. In addition to other instructional design elements (e.g., video simulations), the modules integrated 3D interactive technology where learners interacted in a virtual home environment. Students then participated in a live 90-minute session, either in-person (n = 14) or over zoom (n = 19). Students worked in interprofessional teams on a case study where they shared professional perspectives and identified opportunities for collaboration.
METHODOLOGY
At the end of each module, students completed a retrospective pre-/post- assessment of their knowledge related to the module learning objectives. At the end of the live session, students completed the 10-item Students Perceptions of Interprofessional Clinical Education Revised (SPICE-R). Students also completed two Likert-type questions: 1) how helpful the training was learning about the home setting, and 2) how likely they are to pursue future employment in home care.
RESULTS
Preliminary analyses indicate that: 1) students' knowledge related to the learning objectives increased; 2) students developed positive perceptions of IPE and collaborative practice; and 3) students felt more prepared to conduct home-based assessments following the training. Analyses of quantitative data will be presented on the poster.
CONCLUSION
Results indicated the training's effectiveness in enhancing knowledge about home-based assessment, and influence on future career choices. Further evaluation is needed for long-term effectiveness in real-world settings.
REFLECTIONS
While home-based care is a common practice setting, there is often a gap in curricula teaching students key aspects working with clients in their homes, and collaborating with the interprofessional team. This training provided an immersive interprofessional learning experience for students utilizing innovative technology.
PRIORITY CRITERIA
This poster presents measurable learning outcomes using quantitative data from evaluation surveys. The interprofessional home-based assessment training addresses the Quadruple Aim by focusing on: 1) person-centered care in the home environment, 2) interprofessional collaboration in home-based care, and 3) improving the safety and wellness of health professionals in home-based care.
