Analysis plan holly irby

Interdisciplinary Seminars| PHW 219| Holly Irby

Analysis Plan

Will Interdisciplinary Seminars given to Allied Health students at Vanderbilt University Medical Center increase student knowledge and collaboration with other health care professionals after graduation as compared to traditional classroom lectures within each Allied Health program?

Research Question

Aim #1: To assess the utility of providing a series of interdisciplinary seminars to Allied Health students at Vanderbilt University Medical Center in an effort to increase the students’ understanding of professional- and health care-related topics.

Aim #2: To determine if participants of the interdisciplinary seminars demonstrate better communication and increased collaboration with members of other health care professions after graduation.

Aims

Active participation in seminars

Faculty support

Communication and collaboration

Concepts

Question Topic Variable Type

Recode/Transformation Assesses

2 Felt encouraged to ask questions Ordinal Collapse categories—Yes, No Ability to participate

3 Felt welcome to participate in discussion Ordinal Collapse categories—Yes, No Ability to participate

4 Asked questions during seminar Nominal Total participation (∑4-7 or 8) Level of participation

5 Took notes Nominal Total participation (∑4-7 or 8) Level of participation

6 Discussed ideas or answered questions Nominal Total participation (∑4-7 or #8) Level of participation

7 Participated in activities during seminar Nominal Total participation (∑4-7 or #8) Level of participation

8 Did not actively participate Nominal Total participation (∑4-7 or #8) Level of participation

9 Able to provide summary of seminar topic Open-ended

Coded based on number of related items listed

Knowledge/recollection

10 Level of understanding after seminar Interval Change in knowledge (10-11) grouped as 0-5 and 6-10

Knowledge gained

11 Level of understanding before seminar Interval Change in knowledge (10-11) grouped as 0-5 and 6-10

Prior knowledge

Active Participation in Seminars—Student Survey

Question Topic Variable Type Recode/Transformation Assesses

13 Information of seminar provided by program director

Nominal Notification by faculty

14 Advanced notice of seminar Ordinal Collapse categories— < 1 week, > 1 week Notification by faculty

15 Number of announcements received

Ordinal Collapse categories—0-2, >3 Notification by faculty

16 Time out of class provided before seminar

Ordinal Collapse categories—0-15 minutes, 30-60 minutes Time allowed to attend by faculty

17 Time out of class provided after seminar

Ordinal Collapse categories—0-15 minutes, 30-60 minutes Time allowed to attend by faculty

18 Extra assignments required to make up time missed

Nominal Consequence of attending

19 List of extra assignments Open-ended Coded based on the type of extra assignment that must the completed (e.g. finding someone to take notes, coming in early or staying late to complete)

Amount/level of extra work required

Faculty Support in Seminars—Student Survey

Question Topic Variable Type

Recode/Transformation Assesses

1 Graduation from Vanderbilt or another facility Nominal Case or control group

5 Frequency of visiting/communicating with other departments

Ordinal Collapse categories—Up to 3 months, 6 months or greater

Amount of communication

6 Comfort in discussing work-related topics Interval Level of communication7 Comfort in discussing “friendly” topics Interval Level of communication

8 Describe basic job duties of other health professions Nominal Understanding of other professions

9 Ability of individuals from different professions to work together

Ordinal Collapse categories—Yes, No Level of collaboration

10 Other professions respect the work in own profession Ordinal Collapse categories—Yes, No Perceived respect from others

11 Need for cooperation with other profession Ordinal Collapse categories—Yes, No Respect for other professions

12 Dependence on work of other professions Ordinal Collapse categories—Yes, No Respect for other professions

13 Own profession has higher status than others Ordinal Collapse categories—Yes, No Respect for other professions14 Own profession makes effort to understand others Ordinal Collapse categories—Yes, No Willingness to collaborate15 Own profession willing to share information with others Ordinal Collapse categories—Yes, No Willingness to collaborate16 Own profession thinks highly of others Ordinal Collapse categories—Yes, No Perceived respect from others17 Other professions seek advice of own Ordinal Collapse categories—Yes, No Respect for other professions

Communication/Collaboration—Post-Graduate Survey

Allied Health Interdisciplinary

Seminars

Faculty support for student attendance

Understanding of various health

care professions roles/dispelling

stereotypes

Communication and collaboration with students of

other allied health programs

Understanding of professional- and

health care-related topics

Communication and collaboration with other health care professionals after graduation

Student participation in

seminars

Previous knowledge

Concept Model

Allied Health students will have an increased understanding of professional- and health care-related topics after attending the interdisciplinary seminars compared to their knowledge before the seminars.

Variables: – Ability to provide description of what was learned at seminar

Open-ended question

– Knowledge of information after attending seminar Interval

– Knowledge of information before attending seminar Interval

Aim #1: Descriptive Hypothesis

Test: Linear regression to compare the level of knowledge to the percentage of seminars attended– X: Percentage of seminars attended during program

– Y: Number of learned items listed

Two groups based on students’ perceived change in knowledge Change in knowledge grouped as:– 0-5: No or little change

– 6-10: A lot of change


The relationship of interdisciplinary seminars with student knowledge of topics related to health care and professionalism will be moderated by students’ previous knowledge and faculty support such that students who have prior related knowledge and have faculty support to attend the seminars will have an increased level of understanding of the information presented than students who lack one or more of these factors.

Variables:– Change in students’ perceived knowledge (based on difference in knowledge before seminar and after

seminar) Interval

– Seminar announced (including how far in advance and how many times) Ordinal

– Time allowed to attend (before and after) Ordinal

– Consequence of attending Nominal and open-ended

Aim #1: Moderation Hypothesis

Test: Odds ratio to determine if there is a relationship between faculty support and the level of knowledge gained from the Interdisciplinary Seminars– Calculate odds ratio for change in knowledge and faculty support of seminar

– Faculty support based on sum of related factors in survey

– Stratified by students’ perceived knowledge before the seminar


The level of knowledge gained from the Allied Health interdisciplinary seminars will be mediated by student participation, leading to an increased understanding of professional- and health care-related topics.

Variables:– Encouraged to ask questions/participate

Nominal

– Levels of participation (including asking questions, taking notes, participating in discussion/activities, and none of the above) Ordinal

Aim # 1: Mediation Hypothesis

Test: Odds ratio to determine if there is a relationship between participation and an increase in understanding– Calculate odds ratio based on number of activities that are associated with

participation and the perceived change in students’ knowledge

– Stratify based on whether or not students felt welcomed or encouraged to answer questions or participate


Allied Health Students who participate in the interdisciplinary seminars will demonstrate an increased level of communication and collaboration with members of other health care professions after graduation as compared to hospital personnel who did not participate in interdisciplinary seminars.

Variables: – Frequency of communication/collaboration

Ordinal

– Comfort in discussing work-related/ “friendly” topics of conversation Interval


Test: Linear regression to compare the level of comfort in discussing work-related and “friendly” topics– X: Level of comfort in discussing “friendly” topics with other professions

– Y: Level of comfort in discussing work-related topics with other professions

Two groups based on Vanderbilt graduates and graduates from another facility


The relationship of interdisciplinary seminars with communication and collaboration post-graduation will be moderated by faculty support such that students who have faculty support to attend the seminars will have an increased level of communication and collaboration with other health care professionals after graduation than students who do not have faculty support to attend the seminars.

Variables:– Graduation from Vanderbilt or another facility

Nominal

– Announcement of seminars by program faculty Nominal

– Frequency of communication with other health care professions Ordinal


Test: Odds ratio to identify any relationship between faculty support and level of communication with members of other health care professions – Stratify by Vanderbilt graduates and graduates from other facilities


The Allied Health interdisciplinary seminars will increase the students’ understanding of the various health care professions that exist as well as dispel previously-held stereotypes about them. This understanding will lead to increased communication and collaboration between the Allied Health students, which will continue after they graduate and begin working in the hospital.

Variables:– Describe basic job duties

Nominal

– Level of perceived respect and collaboration among different professions (including ability to cooperate/communicate, dependence on each other, and respect for other professions) Ordinal


Test: Odds ratio to determine if there is a relationship between increased understanding of and communication with other health care programs as a student and communication and collaboration after graduation– Calculate odds ratio based on understanding of and respect for other professions

and frequency of communication

– Stratify by Vanderbilt graduates or graduates from other facilities


New program necessitates an implementation survey for analysis

At this point, the purpose is not to infer information about a general population

Little validated information exists about the utility of interdisciplinary seminars

Exploratory research

Reasoning Behind Survey Design and Testing

Benefits of Using REDCap Software in Survey Analysis

Frequency and Standard Deviation Capabilities

Data Quality

Coding

Healthcare

Analysis plan holly irby