同伴主导的基于问题的学习在健康专业学生的跨专业教育中应用
Peer-led problem-based learning in interprofessional education of health professions students.
作者信息
Lehrer Michael D, Murray Samuel, Benzar Ruth, Stormont Ryan, Lightfoot Megan, Hafertepe Michael, Welch Gabrielle, Peters Nicholas, Maio Anna
机构信息
Office of Medical Education, Creighton University School of Medicine, Omaha, NE, USA.
Office of Medical Education, St Joseph's Hospital and Medical Center, Phoenix, AZ, USA;
出版信息
Med Educ Online. 2015 Sep 4;20:28851. doi: 10.3402/meo.v20.28851. eCollection 2015.
BACKGROUND
The role of peer teachers in interprofessional education has not been extensively studied. This study is designed to determine if peer-teacher-led problem-based seminars can influence medical and pharmacy students' perceptions of interprofessional education.
METHODS
Undergraduate medical and pharmacy students participated in one-hour problem-based learning seminars held over the course of 16 weeks. A case-control study design was used to compare perceptions of interprofessional education between students who participated in seminars and students who did not participate in seminars. The validated Interdisciplinary Education Perception Scale (IEPS) was used to assess perceptions of interprofessional education and was distributed to medical and pharmacy students at the conclusion of 16 weeks of seminars. A two-tailed t-test was used to determine significance between groups. A survey was also distributed to all students regarding perceived barriers to involvement in interprofessional education training.
RESULTS
In total, 97 students responded to IEPS (62 medical, 35 pharmacy). Data showed significantly higher perception of professional cooperation among medical students (p=0.006) and pharmacy students (p=0.02) who attended interprofessional seminars compared to those who did not attend. One hundred and nine students responded to the survey regarding perceived barriers to interprofessional education, with the two most common barriers being: 'I am not aware of interprofessional education opportunities' (61.5%) and 'I do not have time to participate' (52.3%).
CONCLUSION
Based on this data we believe peer-teacher-led problem-based interprofessional seminars can be used to increase medical and pharmacy students' perceived need for professional cooperation. Currently, major barriers to interprofessional education involvement are awareness and time commitment. Undergraduate health professions education can incorporate student-led seminars to improve interprofessional education.
背景
同伴教师在跨专业教育中的作用尚未得到广泛研究。本研究旨在确定由同伴教师主导的基于问题的研讨会是否会影响医学和药学专业学生对跨专业教育的看法。
方法
本科医学和药学专业学生参加了为期16周、每次时长一小时的基于问题的学习研讨会。采用病例对照研究设计，比较参加研讨会的学生和未参加研讨会的学生对跨专业教育的看法。使用经过验证的跨学科教育认知量表（IEPS）来评估对跨专业教育的看法，并在16周研讨会结束时分发给医学和药学专业学生。使用双尾t检验来确定组间差异是否显著。还向所有学生发放了一份关于参与跨专业教育培训的感知障碍的调查问卷。
结果
共有97名学生对IEPS做出回应（62名医学专业学生，35名药学专业学生）。数据显示，与未参加跨专业研讨会的学生相比，参加跨专业研讨会的医学专业学生（p = 0.006）和药学专业学生（p = 0.02）对专业合作的认知明显更高。109名学生对关于跨专业教育感知障碍的调查问卷做出回应，两个最常见的障碍是：“我不了解跨专业教育机会”（61.5%）和“我没有时间参与”（52.3%）。
结论
基于这些数据，我们认为由同伴教师主导的基于问题的跨专业研讨会可用于增加医学和药学专业学生对专业合作的感知需求。目前，参与跨专业教育的主要障碍是认知和时间投入。本科健康专业教育可以纳入以学生为主导的研讨会，以改善跨专业教育。
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