Department of Molecular Medicine & Surgery, Karolinska University Hospital, Karolinska Institutet, Stockholm, Sweden.
J Interprof Care. 2010 Jan;24(1):53-62. doi: 10.3109/13561820902921704.
Interprofessional education (IPE) involving undergraduate health professionals is expected to promote collaboration in their later careers. The role of IPE between doctors and biomedical scientists has not been explored at the undergraduate level. Our aim was to introduce IPE sessions for medical and biomedical students in order to identify the benefits and barriers to these groups learning together. Medical and biomedical students together discussed laboratory results, relevant literature, and ideas for developing new diagnostic tools. The programme was evaluated with questionnaires and interviews. While there was general support for the idea of IPE, medical and biomedical students responded differently. Biomedical students were more critical, wanted more explicit learning objectives and felt that their professional role was often misunderstood. The medical students were more enthusiastic but regarded the way the biomedical students communicated concerns about their perceived role as a barrier to effective interprofessional learning. We conclude that stereotyping, which can impede effective collaborations between doctors and biomedical scientists, is already present at the undergraduate level and may be a barrier to IPE. Effective learning opportunities should be supported at the curriculum level and be designed to specifically enable a broad appreciation of each other's future professional roles.
跨专业教育（IPE）涉及本科阶段的卫生专业人员，预计将促进他们以后职业生涯中的合作。在本科阶段，医生和生物医学科学家之间的 IPE 作用尚未得到探索。我们的目的是为医学生和生物医学学生开设 IPE 课程，以确定这些群体一起学习的好处和障碍。医学生和生物医学学生一起讨论实验室结果、相关文献和开发新诊断工具的想法。该计划通过问卷调查和访谈进行评估。尽管人们普遍支持 IPE 的想法，但医学生和生物医学学生的反应不同。生物医学学生更具批判性，希望有更明确的学习目标，并认为他们的职业角色经常被误解。医学生更热情，但认为生物医学学生对其感知角色的担忧交流方式是有效跨专业学习的障碍。我们得出结论，刻板印象已经存在于本科阶段，可能会成为 IPE 的障碍，这种刻板印象会阻碍医生和生物医学科学家之间的有效合作。有效的学习机会应在课程层面得到支持，并旨在特别使人们广泛了解彼此未来的职业角色。
