The AMUsE Model: A Strategy to Assess Attitudes, Motivation, Utility and self-Efficacy in Interprofessional Team Training

Collaborators Doug Brock, PhD Chia-Ju Chiu, RN Linda Vorvick, MD Erin Abu-Rish, BA/BSN, MA, RN Dana Hammer, PhD Brenda Zierler, PhD, RN Funded in part through grants from the Macy Foundation and the Agency for Healthcare Research and Quality (AHRQ).

Interprofessional Education World Health Organization Interprofessional education occurs when two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes. Collaborative practice can improve access to healthcare, appropriate use of clinical resources and patient care and safety. Collaborative practice can reduce error, mortality, staff turnover and conflict among caregivers.

Assessment in Interprofessional Education is Difficult Time between training and practice…. Establishing the link between training and practice… Team and individual performance factors interact… Observational measures are difficult to develop and validate… Observational measures are generally more time consuming to learn and require significant resources to administer and to score…

Back to Basics Measure the foundations of learning and later performance… Develop simple theory-based constructs… Ensure low cost, ease of administration …. Ask students…..

AMUsE Performance A ttitudes M otivation U tility s elf- E fficacy

Theoretical Models Built on: – Attitudes (Ajzen—Theory of Planned Behavior) – Motivation (Deci and Ryan—Self-Determination Theory) – Utility (Bernoulli—Expected Utility Theory) – Self-Efficacy (Bandura—Self-Efficacy Theory)

The AMUsE: A Self-Assessment Instrument A ttitudes (4 Likert items) M otivation (6 Likert items) – Extrinsic (3 Likert items) – Intrinsic (3 Likert items) U tility (3 Likert items) s elf- E fficacy (8 Likert items)

An Interprofessional Training Opportunity

Interprofessional Training

AMUsE – Psychometrics

AMUsE Pre-Post

Correlations

Factor Analysis of the AMUsE Complex Structure – Attitude and Utility items highly inter-correlated – Self-Efficacy breaks into two clear factors – Motivation strongly a function of performance expectations

A revised instrument?

Conclusions The AMUsE seeks to capture 4 dimensions underlying success within interprofessional training. Early efforts to examine this structure suggest 4 principal dimensions. Relationship between attitudes and intrinsic motivation warrant further attention. Modern theories of motivation and decision making may supplant “utility”. Self-efficacy in interprofessional training and activities may reflect two constructs, one suggesting efficacy in effective team work and the second suggesting efficacy in taking a leadership role.