Joseph Sundari, Diack Lesley, Garton Fiona, Haxton Jenni
Robert Gordon University, Aberdeen, UK.
Clin Teach. 2012 Feb;9(1):27-31. doi: 10.1111/j.1743-498X.2011.00486.x.
Undergraduate interprofessional education (IPE) is perceived by many in health and social care education to reduce barriers between the professions. In Aberdeen there has been an IPE programme with Robert Gordon University and University of Aberdeen, and 10 health and social care courses since 2003. The steering groups reported to the Scottish Government in 2008. It was recommended that IPE should be extended from classroom-based learning experiences to practice-based learning experiences.
Replicating the same methodology, this study aimed to ascertain attitudinal change experienced by students undertaking IPE in clinical practice. Small groups in theatre and primary care were the pilot placement areas. The study design was a joint venture between the IPE research team and members of the clinical team. IPE activities were created for the specialities using adult learning and patient-centred approaches.
Thirty-eight students from medicine, nursing and pharmacy were involved in the studies, and completed readiness for interprofessional learning scale (RIPLS) questionnaires before and after the course activity. There were 29 valid responses, showing a strong level of agreement for 14 out of 19 questions. The studies suggest that the IPE activities implemented had positive effects on the students' perceptions of interprofessional working.
The implications are that IPE does not require large classroom-based activities to be successful. The study was successful in achieving its aims and learning outcomes for students in the two locations. It demonstrated that students can leave university better prepared for practice. There is a need for a rigorous longitudinal study to ensure tomorrow's health and social care workforce demonstrate graduate attributes in interprofessional working.
许多健康与社会护理教育领域的人士认为，本科阶段的跨专业教育（IPE）能够减少各专业之间的障碍。自2003年以来，阿伯丁开展了一项由罗伯特·戈登大学和阿伯丁大学合作的IPE项目，涉及10门健康与社会护理课程。指导小组于2008年向苏格兰政府提交了报告。报告建议，IPE应从基于课堂的学习体验扩展到基于实践的学习体验。
本研究采用相同的方法，旨在确定参与临床实践中IPE的学生所经历的态度变化。手术室和初级保健的小组是试点实习地点。该研究设计是IPE研究团队与临床团队成员的合资项目。利用成人学习和以患者为中心的方法为这些专业开展了IPE活动。
来自医学、护理和药学专业的38名学生参与了研究，并在课程活动前后完成了跨专业学习准备量表（RIPLS）问卷。共收到29份有效回复，19个问题中有14个得到了高度认同。研究表明，所开展的IPE活动对学生对跨专业合作的认知产生了积极影响。
这意味着IPE要取得成功并不需要大规模的课堂活动。该研究成功实现了其目标以及两个地点学生的学习成果。研究表明，学生毕业时能为实践做好更充分的准备。有必要开展一项严格的纵向研究，以确保未来的健康与社会护理劳动力在跨专业合作中展现出毕业生应具备的素质。
