Jackson Claire Louise, Nicholson Caroline, Davidson Bronwyn, McGuire Treasure
Discipline of General Practice, School of Medicine, Royal Brisbane Hospital, The University of Queensland, Australia.
Aust Fam Physician. 2006 Oct;35(10):829-2.
A multidisciplinary approach to the education of health professionals is being increasingly promoted as a means to cultivate collaborative practice between professions in the health care sector and to enhance patient care.
One hundred and two students from seven different University of Queensland Health Science disciplines completed between one and three interprofessional seminars involving small group work, case discussion, expert panel presentation, and interactive question and answers.
Paired sample T testing indicated significant differences in pre- and post-responses related to knowledge of effective clinical management, multidisciplinary assessment, goal setting, roles and responsibilities, and referral networks across all disciplines. Similar testing also indicated significant shifts in attitude to increased job satisfaction, reduced fragmentation of care, and reduction in professional boundaries related to multidisciplinary care. Ninety-six percent of participants indicated that the benefit of a team approach was effectively modelled.
Undergraduate interprofessional education can result in highly significant shifts in knowledge of, and attitudes to, multidisciplinary team care.
多学科方法在卫生专业人员教育中越来越受到推崇，以此作为培养卫生保健部门各专业间协作实践并改善患者护理的一种手段。
来自昆士兰大学健康科学七个不同学科的102名学生参加了一至三次跨专业研讨会，其中包括小组作业、病例讨论、专家小组展示及互动问答。
配对样本T检验表明，所有学科在有效临床管理知识、多学科评估、目标设定、角色与职责以及转诊网络的前后反应上存在显著差异。类似检验还表明，在对提高工作满意度、减少护理分散以及打破与多学科护理相关的专业界限的态度上有显著转变。96%的参与者表示团队协作方法的益处得到了有效展示。
本科跨专业教育可使学生在多学科团队护理的知识和态度方面发生极其显著的转变。
