Shoemaker Michael J, de Voest Margaret, Booth Andrew, Meny Lisa, Victor Justin
Department of Physical Therapy, Grand Valley State University , Grand Rapids, MI , USA and.
J Interprof Care. 2015;29(4):395-7. doi: 10.3109/13561820.2014.984286. Epub 2014 Nov 21.
The purpose of the present study was to determine whether an interprofessional virtual patient educational activity improved interprofessional competencies in pharmacy, physician assistant, and physical therapy graduate students. Seventy-two fifth semester pharmacy (n = 33), fourth semester physician assistant (n = 27) and fourth semester physical therapy (n = 12) graduate students participated in the study. Participants were stratified by discipline and randomized into control (n = 38) and experimental groups (n = 34). At baseline and at study completion, all participants completed an original, investigator-developed survey that measured improvement in selected Interprofessional Education Collaborative (IPEC) competencies and the Readiness for Interprofessional Learning Scale (RIPLS). The experimental group had statistically significantly greater odds of improving on a variety of IPEC competencies and RIPLS items. The use of a single, interprofessional educational activity resulted in having a greater awareness of other professions' scopes of practice, what other professions have to offer a given patient and how different professions can collaborate in patient care.
本研究的目的是确定一项跨专业虚拟患者教育活动是否能提高药学、医师助理和物理治疗专业研究生的跨专业能力。72名第五学期的药学专业研究生（n = 33）、第四学期的医师助理专业研究生（n = 27）和第四学期的物理治疗专业研究生（n = 12）参与了该研究。参与者按学科分层，并随机分为对照组（n = 38）和实验组（n = 34）。在基线和研究结束时，所有参与者都完成了一份由研究者自行编制的原始调查问卷，该问卷测量了选定的跨专业教育协作（IPEC）能力和跨专业学习准备量表（RIPLS）的改善情况。实验组在各种IPEC能力和RIPLS项目上有统计学意义上显著更高的改善几率。开展单一的跨专业教育活动，能使学生更好地了解其他专业的执业范围、其他专业能为特定患者提供什么以及不同专业如何在患者护理中进行协作。
