Seif Gretchen, Coker-Bolt Patty, Kraft Sara, Gonsalves Wanda, Simpson Kit, Johnson Emily
Department of Health Professions, Medical University of South Carolina , Charleston, SC , USA .
J Interprof Care. 2014 Nov;28(6):559-64. doi: 10.3109/13561820.2014.921899. Epub 2014 May 27.
This article examines the benefits of a student run free clinic (SRFC) as a service learning experience for students in medicine, pharmacy, occupational therapy, physical therapy and physician assistant programs. We hypothesized that students who participate in an interprofessional service learning course and volunteer at a SRFC would demonstrate significant increases in perceptions and attitudes for working in interprofessional health care teams and clinical reasoning skills compared to students who did not participate. Three assessments were administered to an experimental and control group of pre-clinical students from medical, occupational therapy, physical therapy, pharmacy and physician assistant programs before and after participation in an interprofessional service-learning course and volunteering at the SRFC. The tools were the Interdisciplinary Education Perception Scale (IEPS), Readiness for Interprofessional Learning Scale (RIPLS) and the Self-Assessment of Clinical Reflection and Reasoning (SACRR). Students who completed the course had improvements in interprofessional perceptions and attitudes (p = 0.03) and perceptions of clinical reasoning skills when compared to the control group (p = 0.002). This study is novel as it examined students' perceptions of interprofessional attitudes and clinical reasoning following participation in an interprofessional service-learning course and participation in a SRFC.
本文探讨了学生运营的免费诊所（SRFC）作为医学、药学、职业治疗、物理治疗和医师助理项目学生的服务学习体验的益处。我们假设，与未参与的学生相比，参与跨专业服务学习课程并在SRFC做志愿者的学生在跨专业医疗团队工作的认知和态度以及临床推理技能方面会有显著提高。在参与跨专业服务学习课程并在SRFC做志愿者之前和之后，对来自医学、职业治疗、物理治疗、药学和医师助理项目的临床前学生实验组和对照组进行了三项评估。这些工具分别是跨学科教育认知量表（IEPS）、跨专业学习准备量表（RIPLS）和临床反思与推理自我评估（SACRR）。与对照组相比，完成课程的学生在跨专业认知和态度方面有所改善（p = 0.03），在临床推理技能认知方面也有所改善（p = 0.002）。这项研究具有创新性，因为它考察了学生在参与跨专业服务学习课程和参与SRFC后对跨专业态度和临床推理的认知。
