An interprofessional education program based on the ARCS-V motivation model on the theme of “Chronic Disease Management and Patient Safety”: action research

Abstract

Aim

The aim of the study was to develop and implement an interprofessional education (IPE) program that would enhance healthcare students’ learning by motivating them with a theme.

Methods

The study, conducted at a university (enrolled in three faculties of health sciences dentistry, and medicine) in Turkey between 2019 and 2022, was designed as action research and followed six stages: Deciding on the Area of Focus, Reconnaissance, Planning, Acting, Evaluation, and Monitoring, utilizing both qualitative and quantitative data for program development based on the ARCS-V (Attention, Relevance, Confidence, Satisfaction, and Volition) Motivation Model and ADDIE (Analysis, Design, Development, Implementation, and Evaluation) instructional design model. The program was based on the ARCS-V motivational design model, included three sessions and, was hybrid. Tactics and strategies from the motivational model were used throughout the online and face-to-face training process. RIPLS (Readiness for Interprofessional Learning Scale) and ARCS-V measurement tools were used to measure the effectiveness of the training program. RIPLS was used as a pre-and post-test.

The ARCS-V motivation scale was used at the end of the training. IPE Student Success Evaluation Form (SSEF) developed by researchers consists of seven sub-dimensions. The maximum score on the scale is 33. Data were analyzed using the Chi-Square test, Independent test, Wilcoxon rank test, Mann-Whitney U test, and one-way analysis of variance.

Results

The IPE program titled Chronic Disease Management and Patient Safety was implemented as a hybrid, and 25 students participated. The RIPLS showed statistically significant increases in total scores (p= 0.00), Additionally, the ARCS-V scales revealed high levels of motivation, with average scores of 4.70 ± 0.35 for the Instructional Materials Motivation Survey (IMMS), 4.53 ± 0.40 for the Course Interest Survey (CIS), and 4.48 ± 0.48 for the Volition For Learning Scale (VFLS). It was found that the scenarios, multimedia elements, messages, e-mails, reflection assignments, and group tasks embedded in the learning content increased students' motivation and interest. According to the IPE-SSEF, all students were successful and passed the 60% limit.

Conclusion

The present study offers universities an IPE program themed on “Chronic Disease Management and Patient Safety”. This program design can be used for training healthcare professionals who can build strong relationships with patients, are able to define needs, and are competent in interprofessional communication, collaborative leadership, teamwork, ethics, roles responsibilities, and lifelong learning.