Use of profession-role exchange in an interprofessional student team-based community health service-learning experience

Table 1 The effect of profession-role exchange intervention on the students’ attitudes towards physician-pharmacist collaboration measured with SATP²C (Mean ± SD)

Factors	Score range (Min.-Max.)	Medical students				Pharmacy students
		Control group (n = 10)		Intervention group (n = 9)		Control group (n = 10)		Intervention group (n = 10)
		Pre-activity	Post-activity	Pre-activity	Post-activity	Pre-activity	Post-activity	Pre-activity	Post-activity
Responsibility and accountability	9–36	27.8 ± 3.8	31.4 ± 2.6**	28.0 ± 2.9	33.4 ± 2.2**^#	29.8 ± 2.6	32.6 ± 2.5**	29.2 ± 2.7	33.9 ± 2.3**^#
Shared authority	5–20	14.9 ± 1.7	18.0 ± 1.5**	15.2 ± 1.7	19.0 ± 1.0**^#	16.0 ± 1.7	18.3 ± 1.7**	15.6 ± 1.4	18.9 ± 1.3**^#
Interdisciplinary education	2–8	6.4 ± 1.1	8.4 ± 0.8**	6.7 ± 1.1	9.1 ± 0.8**	6.8 ± 1.1	8.7 ± 1.2**	7.3 ± 1.4	9.3 ± 0.8**
Total scores	16–64	49.1 ± 5.0	57.8 ± 3.4**	49.9 ± 4.3	61.6 ± 2.88**^#	52.6 ± 3.3	59.6 ± 2.7**	52.1 ± 3.0	62.1 ± 3.7**^#

*p < 0.05; **p < 0.01. Pre- and post-activity surveys were analysed using the Wilcoxon matched-pairs signed rank test
^#p < 0.05. Repeated-measures ANOVA using pre- and post-intervention scores as the within-subject factor and intervention (yes or no) as the between-subject factor was conducted to investigate the differences between the outcomes of the profession-role exchange intervention group and the control group

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