Giordano Carolyn, Umland Elena, Lyons Kevin J
Office of Institutional Research, Thomas Jefferson University, Philadelphia, PA 19107, USA.
J Allied Health. 2012 Spring;41(1):21-5.
This study evaluated the important relationship between faculty and student attitudes toward interprofessional education using the Interdisciplinary Education Perception Scale (IEPS).
Medicine, nursing, occupational therapy, pharmacy, and physical therapy faculty (n = 177) completed the IEPS. Students from these disciplines participate in a 2-year, interdisciplinary curriculum in which they were assigned to a team to work with a patient volunteer. Students (n = 496) completed the IEPS at the end of program year one. The IEPS measures four factors: professional competence/autonomy; perceived need for professional cooperation; perception of actual cooperation/resource sharing within and across professions; and understanding the value of other professions.
Overall attitude scores for faculty and students were high, ranging from 3.93 to 4.40 on a 5-point scale. Attitudes on each factor were also high, with the exception of factor 4, "understanding the value of other professions," having the lowest scores, 3.26 to 3.92.
The positive attitudes among faculty and students and across professions suggest an acceptance of the principles of interprofessional education and a readiness to engage in interprofessional practice. The lower scores on factor 4 indicate the need for additional educational programs focusing on understanding the roles of each profession.
本研究使用跨学科教育感知量表（IEPS）评估了教师和学生对跨专业教育态度之间的重要关系。
医学、护理、职业治疗、药学和物理治疗专业的教师（n = 177）完成了IEPS。这些学科的学生参加了一个为期两年的跨学科课程，在此课程中，他们被分配到一个团队，与一名患者志愿者合作。学生（n = 496）在课程第一年结束时完成了IEPS。IEPS测量四个因素：专业能力/自主性；对专业合作的感知需求；对各专业内部和跨专业之间实际合作/资源共享的感知；以及对其他专业价值的理解。
教师和学生的总体态度得分较高，在5分制量表上从3.93到4.40不等。除了因素4“理解其他专业的价值”得分最低，为3.26到3.92外，每个因素的态度得分也都很高。
教师、学生以及各专业之间的积极态度表明对跨专业教育原则的认可，以及参与跨专业实践的意愿。因素4的较低得分表明需要开展更多侧重于理解各专业角色的教育项目。
