Cusack Tara, O'Donoghue Grainne
UCD School of Public Health, Physiotherapy and Population Science, Health Sciences Centre, Dublin, Ireland.
Qual Prim Care. 2012;20(3):231-8.
The purpose of this study was to examine health science students' perceptions of an interprofessional education (IPE) module delivered by means of problem-based learning (PBL).
Ninety-two students from four health science disciplines (medicine, physiotherapy, nursing and diagnostic imaging) elected to participate in this IPE PBL module. An evaluation was undertaken using a questionnaire with quantitative and qualitative components completed at the end of the module. Students were asked to evaluate aspects of the module relating to learning objectives, intellectual stimulation, resources, library information skills, work load and overall satisfaction. Open-ended questions asked students to comment on the best aspects of the module and areas for improvement. Quantitative data were analysed using SPSS version 18 and qualitative data using framework analysis methodology.
Of the 92 students that participated in the module, 70 (78%) completed the questionnaire. Over 70% (n = 49) of students positively endorsed the module in terms of the statements posed. Overall satisfaction with the module was high, with 63 (91%) students reporting that they agreed or strongly agreed that they were satisfied with the module. Analysis of qualitative data revealed the following emerging themes in relation to the module: (1) collaboration (learning together with others from different professions); (2) structure (small group work, discussion, teamwork assessment procedures); and (3) content (problem diversity).
The introduction of this IPE module for health science students was well received. Students valued the opportunity to work in small groups with individuals from other health science disciplines. Students highlighted module structure and content as being important elements for consideration when developing IPE. Further research is required in order to define whether improving communication and collaboration skills will ultimately lead to improved quality in patient care.
本研究旨在考察健康科学专业学生对通过基于问题的学习（PBL）方式开展的跨专业教育（IPE）模块的看法。
来自四个健康科学学科（医学、物理治疗、护理和诊断成像）的92名学生选择参加这个IPE PBL模块。在该模块结束时，使用一份包含定量和定性部分的问卷进行了评估。学生们被要求对该模块与学习目标、智力激发、资源、图书馆信息技能、工作量和总体满意度相关的方面进行评价。开放式问题要求学生对该模块的最佳方面和改进领域发表评论。定量数据使用SPSS 18版进行分析，定性数据使用框架分析方法进行分析。
在参加该模块的92名学生中，70名（78%）完成了问卷。超过70%（n = 49）的学生对问卷中提出的陈述给予了积极认可。对该模块的总体满意度较高，63名（91%）学生表示同意或强烈同意他们对该模块感到满意。定性数据分析揭示了与该模块相关的以下新出现的主题：（1）协作（与来自不同专业的其他人一起学习）；（2）结构（小组工作、讨论、团队合作评估程序）；以及（3）内容（问题多样性）。
为健康科学专业学生引入的这个IPE模块受到了好评。学生们重视与来自其他健康科学学科的人一起进行小组合作的机会。学生们强调模块结构和内容是开展IPE时需要考虑的重要因素。需要进一步研究以确定提高沟通和协作技能是否最终会提高患者护理质量。
