Evaluation of Interprofessional Course on Leadership and Management for Medical and Nursing Pre-registration House Officers

Asmaa Abdel Nasser El Bakry, Amira Mohamed ElSaid Farghaly, Mohamed Hany Kamel Shehata, Amgad Matter, Somaya Hosny


Interprofessional education is about two or more professions learning from, with, and about each other, for the aim of better working together in the future. The aim of this study is to evaluate the outcomes of an interprofessional course on management and leadership for medical and nursing pre-registration house officers. Thirty eight house officers were enrolled in the course on an elective basis. The course comprised three workshops in addition to a collaborative project. Evaluation of the outcomes of the course followed Hammick’s four-level model for evaluation of interprofessional education. The participants completed course evaluation questionnaires in addition to a readiness questionnaire administered before and after the implementation of the course. Knowledge acquisition was measured by a paper and pencil test. Acquisition of skills in leadership and management was assessed by the evaluation of the projects. Changes in participants’ behaviour towards interprofessional collaboration were evaluated by supervisors, nurses, and colleagues. The t-test was used to compare between the results of the pre- and post-tests for assessment of knowledge. It was also used to compare the readiness of the participants, as well as the multi-source feedback about their collaborative attitude before and after the course. Statistical significant improvement was observed in the participants’ readiness for interprofessional education, their knowledge in leadership and management, their application of leadership and management skills, as well as their collaborative behaviour at the workplace. The study concluded that the interprofessional course improved the participants’ readiness towards interprofessional education, as well as their knowledge, skills, attitudes and behaviours.


interprofessional education; evaluation; leadership; management; pre-registration

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DOI: https://doi.org/10.5959/eimj.v10i1.580


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