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

Authors Lamba S, Strang A, Edelman D, Navedo D, Soto-Greene M, Guarino A

Received 1 October 2015

Accepted for publication 11 November 2015

Published 5 February 2016 Volume 2016:7 Pages 51—55


Checked for plagiarism Yes

Review by Single-blind

Peer reviewers approved by Dr Robert Robinson

Peer reviewer comments 2

Editor who approved publication: Dr Anwarul Azim Majumder

Sangeeta Lamba,1 Aimee Strang,2 David Edelman,3 Deborah Navedo,4 Maria L Soto-Greene,1 Anthony J Guarino4

1Department 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, USA

Abstract: 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

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