Promoting interprofessionalism: initial evaluation of a master of science in health professions education degree program

Abstract

Sangeeta Lamba,1 Aimee Strang,2 David Edelman,3 Deborah Navedo,4 Maria L Soto-Greene,1 Anthony J Guarino41Department of Emergency Medicine, New Jersey Medical School, Rutgers, The State University of New Jersey, Newark, NJ, 2Department of Pharmacy Practice, Albany College of Pharmacy and Health Sciences, Albany, NY, 3Department of Surgery, Wayne State University School of Medicine, Detroit, MI, 4Health Professions Education Program, Massachusetts General Hospital Institute of Health Professions, Boston, MA, USAAbstract: This survey study assessed former students’ perceptions on the efficacy of how well a newly implemented master’s in health professions education degree program achieved its academic aims. These academic aims were operationalized by an author-developed scale to assess the following domains: a) developing interprofessional skills and identity; b) acquiring new academic skills; and c) providing a student-centered environment. The respondents represented a broad range of health care providers, including physicians, nurses, and occupational and physical therapists. Generalizability-theory was applied to partition the variance of the scores. Student’s overwhelmingly responded that the program successfully achieved its academic aims.Keywords: health professions education, program evaluation, and survey, development, master’s degree, interprofessional education, G-theory, faculty development, teacher training

Keywords

• Health Professions Education
• Program Evaluation
• and Survey Development
• Master’s Degree
• Interprofessional Education
• G-theory