Does Interprofessional Education Influence Self-Efficacy and Cultural Competence in Pre-Clinical Doctor of Physical Therapy Students?

Abstract

This article was migrated. The article was not marked as recommended. IntroductionInterprofessional education (IPE) promotes collaboration among health professionals to combat health disparities. This study explored differences in self-efficacy and cultural competence among a sample of preclinical entry-level Doctor of Physical Therapy (DPT) students based on curriculum format (traditional or IPE) and examined differences in age and gender as related to self-efficacy and cultural competence. Methods This cross sectional study design assessed differences in self-reported levels of self-efficacy and cultural competence. 218 entry-level DPT students enrolled in a traditional (n=109) or IPE (n=109) curricula from 6 different universities was used for analysis.ResultsThe IPE group (M = 65.2) rated significantly higher in self-efficacy than the traditional group (M = 62.2, p = .002). No significant differences (p = .103) in cultural competence were observed between traditional and IPE curricula; however, relationships between age and gender (p = .001) were observed.DiscussionSelf-efficacy is a valuable construct in the success of healthcare students and differences between curricula types and self-efficacy scores were identified. Similar cultural competence scores for the groups may indicate the need for specific graduate-level measurement methods.ConclusionsIPE curricula may increase self-efficacy among DPT students prior to clinical internship and result in better-prepared interprofessional team members.