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Session Code: 7362 Poster Board 199
Title: Effects of Interprofessional Education Activities on Students’ Core Competencies
Day: Friday, November 13, 2015 Time: 10:00 AM - 11:30 AM
Location: Colorado Convention Center Room: Hall EF
Session Format: Poster PDH(s): 15 Minutes


Presenter(s) (click the names to view bios and disclosures):
Elizabeth Alley, East Tennessee St U (presenting author) |No Advance Handout Uploaded |No Final Presentation Uploaded
Jeremy Fouss, East Tennessee St U (presenting author) |No Advance Handout Uploaded |No Final Presentation Uploaded
Mary Graham, East Tennessee St U (presenting author) |No Advance Handout Uploaded |No Final Presentation Uploaded
Alyssa Henry, East Tennessee St U |No Advance Handout Uploaded |No Final Presentation Uploaded
Morgan Davis, East Tennessee St U (presenting author) |No Advance Handout Uploaded |No Final Presentation Uploaded
Kerry Proctor-Williams, East Tennessee St U |No Advance Handout Uploaded |No Final Presentation Uploaded


Abstract:
Surveys measured students’ knowledge, application, and appreciation for four core competencies of IPE before and after their participation in specific activities and courses. There was a statistically significant difference between pre- and post-test ratings for all competencies, with the exception of Ethics, and all proficiency types. Modest gains were found.


General Interest Topic Area: Interprofessional Research, Education and Practice
Instructional Level:
Introductory Instruction at the Introductory Level of difficulty is generally intended for professionals with novice experience in the content area. Material presented is based on fundamental principles or concepts that are fairly well known and regularly applied. Often this level of training is intended to be a prerequisite to successive, more difficult topics offered at the Intermediate Level. At times, experienced professionals might be advised to take this training for review or in preparation for more advanced level training. Introductory level can also be used to describe course content related to new or emerging areas of practice.
Abstract Type: Research Submission
Learner Outcomes:
Learner Outcome 1: Describe major elements of the study design
Learner Outcome 2: Discuss the authors’ conclusions
Learner Outcome 3: Identify possible implications for practice
   

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