Anderson E S, Thorpe L N
Department of Medical & Social Care Education, The University of Leicester, Leicester, UK.
J Interprof Care. 2008 Jun;22(3):263-82. doi: 10.1080/13561820802054689.
In this mixed-method evaluation we report on student responses to an introductory interprofessional learning event, accessed by ten professions within six months of commencing their chosen professional curricula. Of 898 students, 754 (84%) completed pre and post course questionnaires, and 81 took part in uni-professional focus groups. Student responses were compared with those of 14 facilitators. Younger students entering straight from school achieved more learning outcomes and were more positive about the learning than older students (e.g., undergraduate medics, range p = 0.001-0.011; graduate medics, range p = 0.001-0.819). Mature entrants valued interprofessional education, but preferred to interact with students of a similar age demanding a more challenging and relevant set of learning resources, sensitive to their prior life experience. Positive and negative stereotyping was differently constructed between younger and older students. The views of facilitators endorsed the lack of engagement of mature learners compared to their younger counterparts. The study highlights the need to consider age when bringing together large numbers of different professions for their first taste of interprofessional education.
在这项混合方法评估中，我们报告了学生对一次跨专业学习入门活动的反馈，该活动在十个专业的学生开始其选定专业课程后的六个月内进行。在898名学生中，754名（84%）完成了课程前后的问卷调查，81名参加了单一专业焦点小组。将学生的反馈与14名辅导员的反馈进行了比较。直接从学校入学的年轻学生比年长学生取得了更多的学习成果，并且对学习的态度更积极（例如，本科医学生，p值范围为0.001 - 0.011；研究生医学生，p值范围为0.001 - 0.819）。成年入学学生重视跨专业教育，但更喜欢与年龄相仿的学生互动，他们要求提供一套更具挑战性且与他们之前生活经历相关的学习资源。年轻学生和年长学生对积极和消极刻板印象的构建方式不同。辅导员的观点证实，与年轻学生相比，成年学习者参与度较低。该研究强调，在将大量不同专业的学生聚集在一起进行首次跨专业教育体验时，需要考虑年龄因素。
