Kururi Nana, Tozato Fusae, Lee Bumsuk, Kazama Hiroko, Katsuyama Shiori, Takahashi Maiko, Abe Yumiko, Matsui Hiroki, Tokita Yoshiharu, Saitoh Takayuki, Kanaizumi Shiomi, Makino Takatoshi, Shinozaki Hiromitsu, Yamaji Takehiko, Watanabe Hideomi
a Department of Rehabilitation Sciences, Graduate School of Health Sciences , Gunma University , Maebashi , Japan.
b Department of Laboratory Sciences , Gunma University , Maebashi , Japan.
J Interprof Care. 2016;30(2):175-83. doi: 10.3109/13561820.2015.1092117. Epub 2016 Mar 1.
The mandatory interprofessional education (IPE) programme at Gunma University, Japan, was initiated in 1999. A questionnaire of 10 items to assess the students' understanding of the IPE training programme has been distributed since then, and the factor analysis of the responses revealed that it was categorised into four subscales, i.e. "professional identity", "structure and function of training facilities", "teamwork and collaboration", and "role and responsibilities", and suggested that these may take into account the development of IPE programme with clinical training. The purpose of this study was to examine the professional identity acquisition process (PIAP) model in IPE using structural equation modelling (SEM). Overall, 1,581 respondents of a possible 1,809 students from the departments of nursing, laboratory sciences, physical therapy, and occupational therapy completed the questionnaire. The SEM technique was utilised to construct a PIAP model on the relationships among four factors. The original PIAP model showed that "professional identity" was predicted by two factors, namely "role and responsibilities" and "teamwork and collaboration". These two factors were predicted by the factor "structure and function of training facilities". The same structure was observed in nursing and physical therapy students' PIAP models, but it was not completely the same in laboratory sciences and occupational therapy students' PIAP models. A parallel but not isolated curriculum on expertise unique to the profession, which may help to understand their professional identity in combination with learning the collaboration, may be necessary.
日本群马大学的强制性跨专业教育（IPE）项目始于1999年。从那时起，就开始发放一份包含10个项目的问卷，以评估学生对IPE培训项目的理解，对问卷回复的因素分析表明，它可分为四个子量表，即“职业认同”“培训设施的结构与功能”“团队合作与协作”以及“角色与职责”，并表明这些因素可能有助于考虑将IPE项目与临床培训相结合来进行发展。本研究的目的是使用结构方程模型（SEM）来检验IPE中的职业认同获取过程（PIAP）模型。总体而言，来自护理、实验室科学、物理治疗和职业治疗系的1809名学生中，有1581名受访者完成了问卷。利用SEM技术构建了一个关于四个因素之间关系的PIAP模型。原始的PIAP模型表明，“职业认同”由两个因素预测，即“角色与职责”和“团队合作与协作”。这两个因素又由“培训设施的结构与功能”这一因素预测。在护理和物理治疗专业学生的PIAP模型中观察到了相同的结构，但在实验室科学和职业治疗专业学生的PIAP模型中并非完全相同。可能需要一个与该专业独特专长并行但并非孤立的课程，这可能有助于在学习协作的同时理解他们的职业认同。
