Thompson Britta M, Bratzler Dale W, Fisher Mark J, Torres Amie, Faculty Epic, Sparks Rhonda A
a College of Medicine , University of Oklahoma , Oklahoma City , Oklahoma , USA.
b College of Public Health , University of Oklahoma , Oklahoma City , Oklahoma , USA.
J Interprof Care. 2016 Nov;30(6):754-761. doi: 10.1080/13561820.2016.1227962.
Interprofessional education (IPE) involving an interactive and longitudinal clinic experience at an inner-city charitable clinic from September to May 2013/2014 was evaluated. Pre-, mid-, and post-intervention data were collected from students in 13 different professions including medicine (medical and physician assistant), dentistry (dental and dental hygiene), nursing (undergraduate and clinical nurse specialist), public health, pharmacy, physical therapy, occupational therapy, nutritional sciences, speech and language pathology, and social work. To evaluate their interprofessional attitudes, students completed the TeamSTEPPS Teamwork Attitudes Questionnaire (T-TAQ) and Readiness for Interprofessional Learning Scale (RIPLS). They also completed a unique measure, healthcare professionals circles diagrams (HPCDs), that indicated student conceptualisation of a healthcare team caring for a complex patient, along with perception of their team's progress towards meeting patient goals. Results from the T-TAQ and RIPLS scores indicated small but significant increases from pre- to post-intervention (p = 0.005 and 0.012, respectively). Analysis of the HPCDs revealed significant increases in students' perceptions of the types of interprofessional team members, relationships, and communication between professions to provide medical care to patients (p < 0.01). Most HPCDs included pharmacists, nurses, and physicians as part of the care team at all time points. Students significantly increased their inclusion of dentistry, public health, social work, and physician assistants as members of the healthcare team from pre- to post-intervention. Implications of our data indicated the importance of IPE interventions that include not only classroom-based sessions, but actual patient care experiences within interprofessional teams. It also reinforced the importance of new and unique methods to assess IPE.
对2013年9月至2014年5月在市中心一家慈善诊所开展的涉及互动式长期临床体验的跨专业教育（IPE）进行了评估。从13个不同专业的学生中收集了干预前、干预中期和干预后的数据，这些专业包括医学（医学和医师助理）、牙科（牙科和口腔卫生）、护理（本科和临床护理专家）、公共卫生、药学、物理治疗、职业治疗、营养科学、言语和语言病理学以及社会工作。为了评估他们的跨专业态度，学生们完成了团队策略与工具（TeamSTEPPS）团队合作态度问卷（T-TAQ）和跨专业学习准备量表（RIPLS）。他们还完成了一项独特的测评——医疗专业人员关系图（HPCDs），该图表明了学生对照顾复杂患者的医疗团队的概念化理解，以及对团队在实现患者目标方面进展的认知。T-TAQ和RIPLS分数的结果表明，从干预前到干预后有虽小但显著的提高（分别为p = 0.005和0.012）。对HPCDs的分析显示，学生对跨专业团队成员类型、关系以及各专业之间为患者提供医疗服务时的沟通的认知有显著提高（p < 0.01）。在所有时间点，大多数HPCDs都将药剂师、护士和医生列为护理团队的一部分。从干预前到干预后，学生显著增加了将牙科、公共卫生、社会工作和医师助理纳入医疗团队成员的比例。我们的数据所表明的意义在于，跨专业教育干预不仅包括基于课堂的课程，还包括跨专业团队内的实际患者护理体验，这一点很重要。它还强化了采用新的独特方法来评估跨专业教育的重要性。
