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NP-010 What is the effect of interprofessional student placements in primary care? A retrospective pre-post study
  1. BM Osman1,2,3,
  2. A Bærheim1,
  3. RLS Kjome1,2
  1. 1Department of Global Public Health and Primary Care, University of Bergen, Norway
  2. 2Centre for Pharmacy, University of Bergen, Norway
  3. 3Previously student at 1 and 2. Current employer: Sjukehusapotek Vest (Hospital Pharmacies West)


Background The Centre for Interprofessional Workplace Learning (TVEPS) offers an interprofessional learning experience in primary care for health students in their final years of study. The aim of TVEPS is to develop the interprofessional competencies of health profession students. A TVEPS training experience consists of three meeting points. During the autumn of 2017, TVEPS began using a standardised questionnaire, the Interprofessional Collaborative Competences Achievement Survey (ICCAS). The questionnaire consists of 20 items divided into five domains (Communication, Collaboration, Roles and Responsibilities, Collaborative Patient/Family-centred Approach and Conflict Management/Resolution and Team Functioning).

Purpose To investigate whether a translated version of ICCAS can be used to measure the effect of interprofessional education in health students that have participated in TVEPS training.

Materials and methods ICCAS uses a retrospective pre-post design, where the students respond to both the before and after state after participating in the learning activity. The questionnaire was translated into Norwegian, and data were collected from October 2017 to January 2018. The questionnaire was part of a larger evaluation distributed to 85 students from 13 different health profession-educations using Survey Exact. Participation was required to finish the course, except for the students from the pharmacy, who had their placements during the spring of 2017. For them, filling in the questionnaire was optional. Data was analysed using IBM’s Statistical Package for Social Sciences (SPSS), version 25.

Results In total, 78 of 85 students (91.8%) completed the survey. In all five domains the students scored themselves significantly higher (p<0.05) after participation than before. On a scale from 1 to 5 the increase (post-participation – pre-participation) was (mean ±SD): Communication: 0.63±0.45, Collaboration: 0.84±0.57, Roles and Responsibilities: 0.92±0.65, Collaborative Patient/Family-centred approach: 0.92±0.66 and Conflict Management/Resolution and Team Functioning: 0.75±0.52. The effect size (Cohen’s d) was larger than 1.4 in all domains, significantly higher than which has previously been reported.

Conclusions The translated version of ICCAS seems well-suited to measure self-assessed change in interprofessional competencies following TVEPS training. A larger study is needed to assess the full validity and reliability of the translated questionnaire.

References and/or acknowledgements None.

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