Kraft Sara, Wise Holly H, Jacques Paul F, Burik Jerry K
Division of Physical Therapy, College of Health Professions, Medical University of South Carolina, 151B Rutledge Avenue B303, Charleston SC 29425, USA. Tel 843-792-0091, fax 843-792-0710.
J Allied Health. 2013 Fall;42(3):175-81.
The integration of interprofessional education (IPE) into health professions curricula offers a possible way to increase collaboration among health professionals. In this paper we introduce an innovative IPE model of a team-based discharge planning case scenario.
Occupational therapy, physician assistant, and physical therapy students (n=173) participated in a discharge planning simulation (DPS) focused on a patient with a stroke and subsequent hip fracture. A discharge-planning meeting DVD was developed and disseminated to the students. Pre and post surveys were sent to the students.
Eighty-nine percent (n=153) of the students responded to the pre-DPS survey and 77% (n=132) responded to the post-DPS survey. There was no significant difference when comparing pre-DPS or post-DPS by program of study, but significant differences were found in three of the four questions when comparing individual answers.
Participation in the DPS model resulted in significant changes in perception of a student's individual role as well as the role of their interprofessional team members in discharge planning for the complex patient. Preliminary results indicate that this model can be a useful tool to effectively teach the interprofessional team.
将跨专业教育（IPE）融入卫生专业课程提供了一种增加卫生专业人员之间协作的可能途径。在本文中，我们介绍一种基于团队的出院计划案例场景的创新IPE模式。
职业治疗、医师助理和物理治疗专业的学生（n = 173）参与了针对一名中风并继发髋部骨折患者的出院计划模拟（DPS）。制作了一份出院计划会议DVD并分发给学生。向学生发放了课前和课后调查问卷。
89%（n = 153）的学生回复了课前DPS调查问卷，77%（n = 132）的学生回复了课后DPS调查问卷。按学习课程比较课前或课后情况时无显著差异，但比较个人答案时，四个问题中的三个发现了显著差异。
参与DPS模式导致学生对其个人角色以及跨专业团队成员在为复杂患者进行出院计划中的角色认知发生了显著变化。初步结果表明，该模式可能是有效教授跨专业团队的有用工具。
