VCOM Carolinas Research Day 2023

Educational Reports

Student Correlates with Interprofessional Attitudes within Undergraduate Medical Education Kirstie Mundok, OMS-III, Jaime Foushee, PharmD, Alexis M. Stoner, PhD, MPH Lindsay Tjiattas-Saleski, DO, MBA, David Redden, PhD Edward Via College of Osteopathic Medicine (VCOM) - Carolinas Campus, Spartanburg, SC Background Results

Abstract # EDUC-8

Table 3. OMS-III and IV subgroup analysis Variable present Variable absent n n

Phase 1: • A total of 39 OMS-I students completed both the pre- and post-survey (response rate 24.7% of 158 students) with 33 students completing sufficient non-missing responses allowing IPAS score calculations. • There was no significant difference in IPAS scores following participation in the didactic IPE curriculum compared to pre- scores (p=0.24; Figure 1).

• This study used a two-phase, longitudinal approach. Phase 1: • During phase one of the study, a pre- and post-survey was disseminated to first year osteopathic medical students before and after exposure to the 2021-2022 IPE curriculum at VCOM-Carolinas. • The survey collected demographic information (age, graduating year), previous interprofessional exposures, current specialty interest, and baseline interprofessional attitudes using an IPAS score. • Analysis was performed to determine if participation in the IPE curriculum had a significant impact on interprofessional attitudes. Changes in attitudes were analyzed using the Wilcoxon Signed Rank Test, with a p-value of 0.05. Phase 2: • The survey used for phase 1 was also disseminated to second, third, and fourth year osteopathic medical students at the end of the 2021 2022 academic year. Descriptive statistics were conducted. • Analysis was preformed to determine if previous healthcare volunteering and/or employment was associated with higher IPAS scores. • A subgroup analysis was performed among OMS-III and OMS-IV responses to determine if OMS-III core rotation site, participation in an IPE elective course, or primary care specialty interest were associated with higher IPAS scores. • The Wilcoxon rank sum test was used to compare nonpaired groups. A Kruskal Wallis test was used to compare across all 4 groups. An alpha of <0.05 was deemed significant. • Interprofessional education (IPE) is defined as students from two or more professions learning together to collaborate and advance health outcomes. 1 • The goal of IPE is to prepare learners to work together as future professionals to improve patient care. IPE is a required component of osteopathic medical education, often based on the Interprofessional Education Collaborative’s (IPEC) core competencies. 1 • The Interprofessional Attitudes Scale (IPAS) 2 is a tool designed to assess learner attitudes in relation to interprofessional competencies. However, factors that influence an osteopathic medical student’s interprofessional attitudes are currently unknown. • The objective of phase one of this study is to examine the differences in IPAS scores in osteopathic medical students prior to and following participation in an IPE didactic curriculum. • The objective of phase two of this study is to identify specific student or curricular factors correlated with higher IPAS scores within osteopathic medical students. Methods

Mean IPAS Score + SD P-value

Mean IPAS Score + SD

Academic OMS-III Primary Rotation Site*

116.5 ± 9.09 34 119.6 ± 9.07 0.0932


Primary Care Specialty Interest^


116.3 ± 10.13 29 120.5 ± 6.79 0.1462

Figure 1 . Phase 1 results

IPE Elective Participation


118.6 ± 9.30 23 116.1 ± 8.78 0.1192

Pre and Post Intervention IPAS Scores

Post-IPAS Score Pre-IPAS Score

*Academic rotation site defined as program with at least one residency training program ^Primary care specialty defined as family medicine, internal medicine, pediatrics, or obstetrics/gynecology



Discussion and Conclusions











100 110 120 130

Mean change: -2.64 ± 9.21; p=0.24

Phase 2: • 273 unique students from all classes submitted a survey. 254 students provided responses capable of calculating an IPAS score. Demographic information and mean IPAS scores are included in Table 1. • Mean IPAS scores based on age were significantly different between the 18-25 and 25-30 groups (p=0.014) (Table 1). • Mean IPAS scores based on year in curriculum across all 4 groups were significantly different (p=0.042).

• Mean IPAS scores did not change following participation in a didactic IPE curriculum. This may be limited due to small sample size for phase 1. • IPAS scores significantly varied across all four class years. • There was no association in IPAS scores based on previous healthcare volunteering, or previous healthcare employment. • No difference was seen in IPAS scores based on academic core rotation site, primary care specialty interest, or IPE elective participation within the OMS-III and OMS-IV student population. • Limitations include a small sample size, IPAS score methodology, age labeling error, and curricular constraints related to the pandemic. • Some in-person IPE activities were modified to accommodate virtual format. Additionally, the validated tool used does not currently align perfectly with the updated IPEC core competencies. • Future plans for this project include collecting another year of data and evaluating additional intrinsic and extrinsic factors that may contribute to a decline in IPAS scores with curricular progression.

Table 1 . Phase 2 demographic information



n for Non-Missing IPAS Mean ± SD

Age 18-25 Age 25-30 Age 30-35

138 125

131 114

121.39 ± 8.45 118.36 ± 9.59 121.77 ± 9.50 117.36 ± 8.72 118.50 ± 9.62 119.98 ± 9.03 121.44 ± 8.94



2022 (OMS-IV) 2023 (OMS-III) 2024 (OMS-II) 2025 (OMS-I)

40 39 71

36 38 66




• Within the 254 total usable responses, there were no significant differences in IPAS scores based on previous healthcare employment or previous healthcare volunteering (Table 2).

Table 2 . Phase 2 results

Variable present

Variable absent

Mean IPAS Score + SD P-value

Mean IPAS Score + SD



Previous Healthcare Employment Previous Healthcare Volunteering

119.8 ± 8.72

120.5 ± 9.85 0.4050



118.9 ± 10.35 181 120.5 ± 8.58 0.42



• 79 OMS-III and OMS-IV students responded to the survey, with 74 providing responses sufficient to calculate IPAS scores. Subgroup analyses of this population revealed no significant difference in IPAS scores based on academic OMS-III core rotation site, a primary care specialty interest, or participation in an IPE elective (Table 3).

• VCOM’s Institutional Review Board approved this study as exempt, 2021-009, on 5/25/2021.


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