Curran Vernon R, Deacon Diana R, Fleet Lisa
Faculty of Medicine, Memorial University of Newfoundland, St. John's, Canada.
J Interprof Care. 2005 May;19 Suppl 1:76-86. doi: 10.1080/13561820500081802.
Interprofessional education is an approach to educating and training students and practitioners from different health professions to work in a collaborative manner in providing client and/or patient-centred care. The introduction and successful implementation of this educational approach is dependent on a variety of factors, including the attitudes of students, faculty, senior academic administrators (e.g., deans and directors) and practitioners. The purpose of this study was to examine attitudes towards interprofessional teamwork and interprofessional education amongst academic administrators of post-secondary health professional education programs in Canada. A web-based questionnaire in English and French was distributed via e-mail messaging during January 2004 to academic administrators in Canada representing medicine, nursing, pharmacy, social work, occupational therapy and physiotherapy post-secondary educational programs. Responses were sought on attitudes towards interprofessional teamwork and interprofessional education, as well as opinions regarding barriers to interprofessional education and subject areas that lend themselves to interprofessional education. In general, academic administrators responding to the survey hold overall positive attitudes towards interprofessional teamwork and interprofessional education practices, and the results indicate there were no significant differences between professions in relation to these attitudinal perspectives. The main barriers to interprofessional education were problems with scheduling/calendar, rigid curriculum, turf battles and lack of perceived value. The main pre-clinical subject areas which respondents believed would lend themselves to interprofessional education included community health/prevention, ethics, communications, critical appraisal, and epidemiology. The results of this study suggest that a favourable perception of both interprofessional teamwork and interprofessional education exists amongst academic administrators of Canadian health professional education programs. If this is the case, the post-secondary system in Canada is primed for the introduction of interprofessional education initiatives which support the development of client and patient-centred collaborative practice competencies.
跨专业教育是一种教育和培训来自不同健康专业的学生和从业者的方法，旨在以协作方式提供以客户和/或患者为中心的护理。这种教育方法的引入和成功实施取决于多种因素，包括学生、教师、高级学术管理人员（如院长和主任）以及从业者的态度。本研究的目的是调查加拿大高等健康专业教育项目的学术管理人员对跨专业团队合作和跨专业教育的态度。2004年1月，通过电子邮件向加拿大代表医学、护理、药学、社会工作、职业治疗和物理治疗高等教育项目的学术管理人员分发了一份英法双语的网络问卷。问卷旨在了解他们对跨专业团队合作和跨专业教育的态度，以及对跨专业教育障碍和适合跨专业教育的学科领域的看法。总体而言，参与调查的学术管理人员对跨专业团队合作和跨专业教育实践持总体积极态度，结果表明不同专业在这些态度方面没有显著差异。跨专业教育的主要障碍包括日程安排/课程表问题、僵化的课程设置、地盘之争以及缺乏感知价值。受访者认为适合跨专业教育的主要临床前学科领域包括社区健康/预防、伦理学、沟通、批判性评估和流行病学。本研究结果表明，加拿大健康专业教育项目的学术管理人员对跨专业团队合作和跨专业教育都有良好的认知。如果是这样，加拿大的高等教育系统已准备好引入支持以客户和患者为中心的协作实践能力发展的跨专业教育举措。
