School of Nursing, University of Washington, 1959 NE Pacific Street, Seattle, Washington 98195, USA.
J Interprof Care. 2012 Nov;26(6):444-51. doi: 10.3109/13561820.2012.715604. Epub 2012 Aug 27.
There is a pressing need to redesign health professions education and integrate an interprofessional and systems approach into training. At the core of interprofessional education (IPE) are creating training synergies across healthcare professions and equipping learners with the collaborative skills required for today's complex healthcare environment. Educators are increasingly experimenting with new IPE models, but best practices for translating IPE into interprofessional practice and team-based care are not well defined. Our study explores current IPE models to identify emerging trends in strategies reported in published studies. We report key characteristics of 83 studies that report IPE activities between 2005 and 2010, including those utilizing qualitative, quantitative and mixed method research approaches. We found a wide array of IPE models and educational components. Although most studies reported outcomes in student learning about professional roles, team communication and general satisfaction with IPE activities, our review identified inconsistencies and shortcomings in how IPE activities are conceptualized, implemented, assessed and reported. Clearer specifications of minimal reporting requirements are useful for developing and testing IPE models that can inform and facilitate successful translation of IPE best practices into academic and clinical practice arenas.
现在迫切需要重新设计医疗专业教育，并将跨专业和系统的方法纳入培训中。跨专业教育（IPE）的核心是在医疗保健专业之间创造培训协同效应，并使学习者具备当今复杂医疗保健环境所需的协作技能。教育工作者越来越多地尝试新的 IPE 模式，但将 IPE 转化为跨专业实践和以团队为基础的护理的最佳实践尚未得到很好的定义。我们的研究探讨了当前的 IPE 模式，以确定已发表研究中报告的策略的新兴趋势。我们报告了 83 项报告 2005 年至 2010 年间 IPE 活动的研究的关键特征，包括利用定性、定量和混合方法研究方法的研究。我们发现了各种各样的 IPE 模式和教育组成部分。尽管大多数研究报告了学生对专业角色、团队沟通和对 IPE 活动的总体满意度的学习成果，但我们的审查发现，IPE 活动的概念化、实施、评估和报告方式存在不一致和缺陷。更明确的最低报告要求规范对于开发和测试 IPE 模型很有用，这些模型可以为成功地将 IPE 最佳实践转化为学术和临床实践领域提供信息和帮助。
