Curran Vernon, Sargeant Joan, Hollett Ann
Centre for Collaborative Health Professional Education, Faculty of Medicine, Memorial University of Newfoundland, St. John's, Canada.
J Contin Educ Health Prof. 2007 Fall;27(4):241-52. doi: 10.1002/chp.144.
Interest in collaborative care approaches and in interprofessional education (IPE) to prepare providers for interprofessional collaboration is increasing and particularly so in the field of primary health care. Although evidence for the effectiveness of IPE is mixed, Barr et al. (2005) have proposed a useful framework for evaluating six levels of IPE outcomes. The Building a Better Tomorrow Initiative (BBTI) was a continuing professional development (CPD) program established to enhance the collaborative competencies of primary health care providers and foster interprofessional collaboration in primary health care settings. This article describes the evaluation design, specific measures, and educational outcomes of the BBTI program using Barr and colleagues' evaluation framework.
We used a mixed method approach. The evaluation research design was a one-group, pre- to poststudy utilizing a combination of quantitative and qualitative evaluation instruments and methods to collect data for the six levels of the Barr et al. evaluation framework. Evaluation focused especially on the following levels: participant satisfaction (reaction), confidence change (attitudes), performance change, and organizational impact.
Participants were very satisfied with the BBTI modules and reported significant increases in their confidence and interprofessional collaborative competencies upon return to their primary health care practice sites. Interviews and focus groups with participants and administrators suggest that the BBTI modules were also effective in promoting and fostering interprofessional collaboration within primary health care settings.
Results suggest that interprofessional CPD is effective in enhancing understanding of the roles of other professions, fostering respect and positive attitudes toward interprofessional collaboration, developing collaborative competencies, and promoting organizational change.
对协作式护理方法以及为跨专业协作培养医疗服务提供者的跨专业教育（IPE）的兴趣与日俱增，在初级卫生保健领域尤为如此。尽管有关IPE有效性的证据不一，但巴尔等人（2005年）提出了一个评估IPE六个层次结果的有用框架。“建设更美好的明天倡议”（BBTI）是一项持续专业发展（CPD）计划，旨在提高初级卫生保健提供者的协作能力，并促进初级卫生保健环境中的跨专业协作。本文使用巴尔及其同事的评估框架描述了BBTI计划的评估设计、具体措施和教育成果。
我们采用了混合方法。评估研究设计为单组前后研究，利用定量和定性评估工具及方法的组合，为巴尔等人评估框架的六个层次收集数据。评估特别关注以下层次：参与者满意度（反应）、信心变化（态度）、绩效变化和组织影响。
参与者对BBTI模块非常满意，并报告称回到初级卫生保健工作岗位后，他们的信心和跨专业协作能力显著提高。与参与者和管理人员进行的访谈及焦点小组讨论表明，BBTI模块在促进初级卫生保健环境中的跨专业协作方面也很有效。
结果表明，跨专业CPD在增强对其他专业角色的理解、培养对跨专业协作的尊重和积极态度、发展协作能力以及促进组织变革方面是有效的。
