Karolinska Institutet, Sweden.
Med Teach. 2011;33(4):e204-10. doi: 10.3109/0142159X.2011.557410.
Health care professionals are supposed to work in teams. Students in health care need to learn how to collaborate during their undergraduate education. Interprofessional learning environments, where collaboration is necessary, may be differently accepted by students depending on their approach to learning.
We investigated health care students' evaluations of interprofessional clinical training in relation to their study orientations.
The participants were 369 students (40 occupational therapy-, 85 medical-, 52 physiotherapy-, and 192 nursing students) attending an IPE course at a Swedish University Hospital. Data were collected by questionnaires measuring orientations to studying and attitudes towards the clinical training and the IPE concept before and after the training. The response rate was 77 %. Study groups were formed by a cluster analysis on the basis of the students' learning orientations.
Three clusters were found: Low collaboration-, Collaborative Constructivist-, and Cookbook groups. These clusters were related to different professions and how students perceived their interprofessional learning environment.
Study orientations appear to play a role in the way students evaluate interprofessional training. This should be taken into account in instruction. Students with a 'Cookbook' approach to learning showed an increased understanding of interprofessional collaboration after the course.
医疗保健专业人员应该在团队中工作。医疗保健专业的学生需要在本科教育中学习如何协作。跨专业学习环境中，协作是必要的，但学生对学习方法的不同接受程度可能会对其产生不同的影响。
我们研究了医疗保健学生对跨专业临床培训的评价与其学习取向的关系。
参与者是 369 名学生（40 名作业治疗、85 名医学、52 名物理治疗和 192 名护理学生），他们在瑞典一家大学医院参加了 IPE 课程。在培训前后，通过问卷调查测量学习取向、对临床培训和 IPE 概念的态度，收集数据。回应率为 77%。研究小组是根据学生的学习取向进行聚类分析形成的。
发现了三个聚类：低协作、协作建构主义和食谱组。这些聚类与不同的专业以及学生对跨专业学习环境的看法有关。
学习取向似乎在学生评估跨专业培训的方式中发挥作用。这在教学中应予以考虑。具有“食谱”学习方法的学生在课程结束后对跨专业协作的理解有所提高。
