Reilly Jo Marie, Aranda María P, Segal-Gidan Freddi, Halle Ashley, Han Phuu Pwint, Harris Patricia, Jordan Katie, Mulligan Roseann, Resnik Cheryl, Tsai Kai-Ya, Williams Brad, Cousineau Michael R
a Keck School of Medicine, University of Southern California , Los Angeles , California , USA.
Home Health Care Serv Q. 2014;33(4):177-93. doi: 10.1080/01621424.2014.968502.
Our study assesses changes in students' knowledge and attitudes after participation in an interprofessional, team-based, geriatric home training program. Second-year medical, physician assistant, occupational therapy, social work, and physical therapy students; third-year pharmacy students; and fourth-year dental students were led by interprofessional faculty teams. Student participants were assessed before and after the curriculum using an interprofessional attitudes learning scale. Significant differences and positive data trends were noted at year-end. Our study suggests that early implementation, assessment, and standardization of years of student training is needed for optimal interprofessional geriatric learning. Additionally, alternative student assessment tools should be considered for future studies.
我们的研究评估了学生参与跨专业、团队式老年家庭培训项目后其知识和态度的变化。二年级医学、医师助理、职业治疗、社会工作和物理治疗专业的学生；三年级药学专业的学生；以及四年级牙科专业的学生由跨专业教师团队带领。使用跨专业态度学习量表在课程前后对参与的学生进行评估。在学年末发现了显著差异和积极的数据趋势。我们的研究表明，为实现最佳的跨专业老年医学学习，需要尽早实施、评估和规范多年的学生培训。此外，未来的研究应考虑使用替代性的学生评估工具。
