GEN | 16.35 | 0.000 |
0.01 |
|||||
4.23 (0.71) | 4.13 (0.75) | 4.4 (0.65) | 4.24 (0.69) | ACL | 14.14 | 0.000 |
0.01 |
|
Interaction | 0.59 | 0.442 | 0.00 |
|||||
GEN | 11.90 | 0.001 |
0.01 |
|||||
4.18 (0.73) | 4.03 (0.78) | 4.29 (0.68) | 4.17 (0.7) | ACL | 15.40 | 0.000 |
0.01 |
|
Interaction | 0.14 | 0.704 | 0.00 |
|||||
GEN | 18.68 | 0.000 |
0.01 |
|||||
4.23 (0.68) | 4.1 (0.72) | 4.38 (0.6) | 4.24 (0.68) | ACL | 16.49 | 0.000 |
0.01 |
|
Interaction | 0.00 | 0.959 | 0.00 |
|||||
GEN | 14.43 | 0.000 |
0.01 |
|||||
3.92 (0.96) | 3.76 (1.04) | 4.16 (0.86) | 3.88 (0.99) | ACL | 20.76 | 0.000 |
0.01 |
|
Interaction | 1.74 | 0.188 | 0.00 |
|||||
GEN | 11.98 | 0.001 |
0.01 |
|||||
4.04 (0.91) | 3.88 (1.03) | 4.23 (0.8) | 4.01 (0.93) | ACL | 17.97 | 0.000 |
0.01 |
|
Interaction | 0.50 | 0.481 | 0.00 |
|||||
GEN | 21.37 | 0.000 |
0.01 |
|||||
4.22 (0.61) | 4.09 (0.66) | 4.36 (0.54) | 4.22 (0.58) | ACL | 21.17 | 0.000 |
0.01 |
|
Interaction | 0.02 | 0.884 | 0.00 |
|||||
GEN | 14.54 | 0.000 |
0.01 |
|||||
3.98 (0.89) | 3.82 (0.98) | 4.2 (0.79) | 3.94 (0.91) | ACL | 21.36 | 0.000 |
0.01 |
|
Interaction | 1.14 | 0.286 | 0.00 |
|||||
GEN | 23.19 | 0.000 |
0.01 |
|||||
4.12 (0.64) | 3.98 (0.7) | 4.29 (0.55) | 4.11 (0.62) | ACL | 27.59 | 0.000 |
0.01 |
|
Interaction | 0.45 | 0.500 | 0.00 |
GEN | 1.26 | 0.261 | 0.00 |
|||||
3.45 (0.7) | 3.42 (0.72) | 3.42 (0.68) | 3.37 (0.67) | ACL | 1.53 | 0.216 | 0.00 |
|
Interaction | 0.07 | 0.791 | 0.00 |
|||||
GEN | 21.80 | 0.000 |
0.01 |
|||||
4.28 (0.56) | 4.37 (0.53) | 4.39 (0.52) | 4.5 (0.49) | ACL | 15.47 | 0.000 |
0.01 |
|
Interaction | 0.28 | 0.596 | 0.00 |
|||||
GEN | 23.05 | 0.000 |
0.01 |
|||||
3.83 (0.59) | 4.01 (0.6) | 3.98 (0.57) | 4.13 (0.55) | ACL | 32.72 | 0.000 |
0.01 |
|
Interaction | 0.19 | 0.662 | 0.00 |
1 |
Informational Video (“Where does it hurt?”)—patient experience and healthcare system |
Outcomes | Student–Content | The “Where Does It Hurt?” video helped me better understand the challenges with the current healthcare system. |
2 |
Informational videos (“Interprofessional Education”)—need for IPE |
Teamwork | Student-Content | The “Interprofessional Education” videos increased my understanding of IPE and the IPE competencies. |
3 |
Informational videos (“Interprofessional Education”)—relation to quadruple aim |
Teamwork | Student–Content | The “Interprofessional Education” videos demonstrated the value of participating in IPE to my future work as a health professional. |
4 |
Discussion board prompt |
Roles | Student–Student | Creating and browsing the “6-word messages” for my own profession helped me understand the unique contributions of my profession to the health and well-being of people and populations. |
5 |
Discussion board prompt |
Roles | Student–Student | Browsing and commenting on “6-word messages” for other health professionals increased my understanding of their valuable contributions to the health and well-being of people and populations. |
6 |
Information—IPE opportunities at the university |
n/a | Student–Content | I know where to find more IPE opportunities at U-M. |
n/a | Post-survey and evaluation questions | n/a | n/a | n/a |
GEN | 0.59 | 0.441 | 0.00 |
|||||
0.56 (0.71) | 0.41 (0.69) | 0.59 (0.73) | 0.44 (0.68) | ACL | 17.36 | 0.000 |
0.01 |
|
Interaction | 0.02 | 0.881 | 0.00 |
|||||
GEN | 0.82 | 0.366 | 0.00 |
|||||
0.27 (0.45) | 0.2 (0.47) | 0.32 (0.47) | 0.19 (0.4) | ACL | 19.15 | 0.000 |
0.01 |
|
Interaction | 1.91 | 0.167 | 0.00 |
|||||
GEN | 0.59 | 0.443 | 0.00 |
|||||
0.55 (0.59) | 0.39 (0.53) | 0.54 (0.59) | 0.44 (0.5) | ACL | 22.01 | 0.000 |
0.01 |
|
Interaction | 0.95 | 0.331 | 0.00 |