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New Generation Project Longitudinal Study

New Generation Project Longitudinal Study. THEY SAID IT COULDN’T BE DONE: THE REALITY AND CHALLENGES OF LARGE SCALE RESEARCH IN INTERPROFESSIONAL EDUCATION. Jill Macleod Clark Debra Humphris Catherine Linaker Kim Adams. Faculty of Medicine, Health & Life Sciences.

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New Generation Project Longitudinal Study

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  1. New Generation Project Longitudinal Study THEY SAID IT COULDN’T BE DONE: THE REALITY AND CHALLENGES OF LARGE SCALE RESEARCH IN INTERPROFESSIONAL EDUCATION Jill Macleod ClarkDebra HumphrisCatherine Linaker Kim Adams Faculty of Medicine, Health & Life Sciences

  2. New Generation Project Longitudinal Study Background • New Generation Project – embedded common learning in eleven professional undergraduate programmes • Central driver – developing capability to contribute to effective team working within health and social care • Initiative went live in October 2003 • The need for rigorous investigation into the impact of IPE • Comparison of two cohorts of students (2002 and 2003 intakes) • 2002 intake(total size = 1093) = C1 • 2003 intake (total size = 1426) = C2

  3. New Generation Project Longitudinal Study Background (continued) • New Generation Project Longitudinal Study (NGPLS) explores the changes over time in students’ beliefs, attitudes and behaviours • Theoretical underpinnings of study : Social Identity Theory (from Tajfel et al, 1971) and Contact Hypothesis (from Allport, 1979) • Key variables and specific research questions

  4. New Generation Project Longitudinal Study Key variables • Measures of understanding of team working (Rentsch+Hall,1994) • Measures of specific professional group identity (Brown et al 1986) • Measures of generic health and social care group identity (Brown et al 1986) • Measures of attitudes to IPE (Parsell and Bligh 1999) • Measures of stereotypes held by students about their own and other professional groups (Carpenter 1995, Barnes et al 2000) NB: Instruments adapted from existing validated tools as indicated above.

  5. New Generation Project Longitudinal Study Specific Research Questions • To what extent do attitudinal and stereotype measures held by HSC students change over time? • How do changes (if any) in stereotype measures compare over time between students exposed to IPE through the NGP with those not exposed to IPE? • How strongly do students identify with both their specific professional group and the wider generic HSC practitioner group? • To what extent does strength of group identity change over time? How do such changes compare between students exposed to IPE through the NGP with those not exposed to IPE? • What if any, is the relationship between strength of social identity and stereotype measures? • What is the relationship, if any, between understanding and experience of team working and exposure to IPE? • What is the relationship, if any, between attitudes to IPE and exposure to IPE NGP

  6. New Generation Project Longitudinal Study Research design and data collection points Total participants recruited to study = 2348 (C1 and C2)

  7. New Generation Project Longitudinal Study Key Challenges • Maintaining buy in from participants and faculty • Overcoming logistical challenges in data collection • Managing and exploiting the data • Acknowledging the limitations of self-report data and existing validated measurement tools • Living with the lack of comparative data • Addressing resource and policy issues

  8. New Generation Project Longitudinal Study Key Challenges 1 • Maintaining participant buy in: • Encourage students to ‘make history’ • Use timetabled sessions to gain access • Lottery rewards • Develop alumni concept • Regular follow-up + keep in touch strategies • Maintaining buy-in from Faculty: • Identify IPE champions at senior level across disciplines and institutions • Detect lipservice and subversion • Ensure constant communication

  9. New Generation Project Longitudinal Study Key Challenges 2 • Overcoming logistical hurdles • Ethical approval and consent (an ongoing challenge) • Mainstream timetabled data collection sessions • Utilise a small army of assistants • Collect data in manageable chunks • Managing and exploiting huge data sets • Volume, storage, maintenance and accuracy • Engage high quality and interested statistical expertise • Limit large scale qualitative data collection • Avoid individual ownership of data • Keep back up data sets • Employ a data manager!

  10. New Generation Project Longitudinal Study Key Challenges 3 • Acknowledging the limitations of self-report data • Quality versus quantity? • Positive response set • Acknowledging the limitations of existing validated measurement instruments • Create your own versus utilise others • Complexity and diverse range of professions • Acknowledging the capacity of comparative data and evidence • Size and scope • Pre-registration focus • The case for utilising existing measurement instruments/scales • The case for in-depth qualitative data

  11. New Generation Project Longitudinal Study Key Challenge 4 • Addressing resource and policy issues • The need for long term research investment to assess impact in practice

  12. New Generation Project Longitudinal Study Summary Large Scale Longitudinal Research in Interprofessional Education • CAN be done but not without difficulty! • Would we do it again? • How would we do it differently?

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