Department of Physiotherapy and Dietetics, Coventry University, Coventry, UK.
J Hum Nutr Diet. 2011 Apr;24(2):135-43. doi: 10.1111/j.1365-277X.2010.01141.x. Epub 2011 Feb 21.
Interprofessional education (IPE) is a process through which students are provided with learning opportunities with other professions aiming to improve client care. The need to include effective IPE in preregistration programmes for health professionals is increasingly being recognised. The overall aim of the present study was to explore the perceptions and experiences of final-year dietetics students of IPE delivered through interactive online learning groups.
A questionnaire was developed to evaluate the students' satisfaction with the IPE modules, including importance to their clinical placements, and their understanding of the roles of other professions. Six dietetics students took part in a focus group that addressed the impact of participating in the IPE modules. The focus group discussion was recorded, transcribed and subjected to content analysis.
Twenty students completed the questionnaire (77% of the cohort). Satisfaction with the IPE modules increased as the programme progressed, with 65%, 90% and 95% of the respondents, respectively, being satisfied with the content, assessment and access of the final module. Participating in the programme enhanced the students' opinions on the value of the roles of other professionals (80%) and enhanced their awareness of interprofessional issues (75%). Four key areas of interest emerged from the focus group analysis: key impressions; understanding the role of the dietitian and other professionals; the advantages and disadvantages of online delivery; and interprofessional working in the work environment.
The most important outcome of participating in IPE was that students' knowledge of other professions was enhanced, which had a positive impact on placements. An effective information technology infrastructure and appropriate scenarios are key requirements for the online delivery of IPE.
跨专业教育（IPE）是一个为学生提供与其他专业学习机会的过程，旨在提高客户护理水平。越来越多的人认识到需要在卫生专业人员的预注册课程中纳入有效的 IPE。本研究的总体目标是探讨最后一年的营养学学生对通过互动在线学习小组提供的 IPE 的看法和经验。
设计了一份问卷来评估学生对 IPE 模块的满意度，包括对他们临床实习的重要性，以及他们对其他专业角色的理解。六名营养学学生参加了一个焦点小组，讨论了参与 IPE 模块的影响。对焦点小组讨论进行了记录、转录和内容分析。
共有 20 名学生完成了问卷（班级的 77%）。随着课程的进展，对 IPE 模块的满意度有所提高，分别有 65%、90%和 95%的受访者对最后一个模块的内容、评估和访问表示满意。参加该计划增强了学生对其他专业人员角色价值的看法（80%），并提高了他们对跨专业问题的认识（75%）。焦点小组分析中出现了四个主要关注领域：主要印象；了解营养师和其他专业人员的角色；在线交付的优势和劣势；以及工作环境中的跨专业工作。
参加 IPE 的最重要结果是学生对其他专业的了解得到了提高，这对实习产生了积极的影响。有效的信息技术基础设施和适当的场景是在线提供 IPE 的关键要求。
