Keshmiri Fatemeh, Rezai Mahdi, Mosaddegh Reza, Moradi Kamran, Hafezimoghadam Peyman, Zare Mohammad Amin, Tavakoli Nader, Cheraghi Mohammad Ali, Shirazi Mandana
a Department of Medical Education, Faculty of Medicine , Tehran University of Medical Sciences , Tehran , Iran.
b Emergency Medicine Management Research Center , Iran University of Medical Sciences , Tehran , Iran.
J Interprof Care. 2017 May;31(3):307-316. doi: 10.1080/13561820.2016.1276051. Epub 2017 Feb 28.
This study aimed to assess the effectiveness of an interprofessional education model (IPE) based on the transtheoretical model to improve the participants' interprofessional collaborative practice. The study was conducted in Iran using a controlled before-and-after study design. The participants (n = 91) were the residents of emergency medicine and nurses of the emergency units from two teaching hospitals affiliated to Iran University of Medical Sciences. The participants in the intervention group (n = 40) were 22 residents and 18 nurses. The control group (n = 51) consisted of 20 residents and 31 nurses. The participants were classified based on their stage of readiness to change. The interventions were two-day workshops for each stage (i.e., attitude and intention). We used the Interprofessional Collaborator Assessment Rubric (ICAR) to assess the effectiveness of the developed model. The interprofessional collaboration of the participants in the intervention and control groups was assessed at four time points before and after the intervention in the real emergency unit environment. Student's t-test and repeated measures analysis of variance (RM-ANOVA) were used to analyse the data. We used partial eta-squared (η) for effect size calculations. The mean values of ICAR scores in the intervention and control groups were 95.63 ± 19.14 and 89.19 ± 16.11 before the intervention. The mean values of ICAR scores at 3 months after the intervention were 99.82 ± 22.32 and 88.29 ± 16.87 in the intervention and control groups, respectively. After 6 months, the mean values of ICAR scores of the intervention and control groups were 98.6 ± 23.40 and 87.98 ± 16.01, respectively. The results showed that the intervention had a medium educational effect size (partial η = 0.06) on performance of the participants. Our results showed that an IPE model that is tailored to the learners' stage of readiness to change improves interprofessional collaboration in the participants. The developed model could be applied for improving interprofessional collaborative performance in other IPE programmes.
本研究旨在评估基于跨理论模型的跨专业教育模式（IPE）提高参与者跨专业协作实践的有效性。该研究在伊朗采用前后对照研究设计进行。参与者（n = 91）为伊朗医科大学附属的两家教学医院急诊科的住院医师和护士。干预组（n = 40）包括22名住院医师和18名护士。对照组（n = 51）由20名住院医师和31名护士组成。参与者根据其改变准备阶段进行分类。干预措施是针对每个阶段（即态度和意图）开展为期两天的工作坊。我们使用跨专业协作评估量表（ICAR）来评估所开发模式的有效性。在真实的急诊科环境中，于干预前后的四个时间点对干预组和对照组参与者的跨专业协作情况进行评估。使用学生t检验和重复测量方差分析（RM-ANOVA）对数据进行分析。我们使用偏 eta 平方（η）计算效应量。干预组和对照组干预前ICAR评分的平均值分别为95.63±19.14和89.19±16.11。干预后3个月，干预组和对照组ICAR评分的平均值分别为99.82±22.32和88.29±16.87。6个月后，干预组和对照组ICAR评分的平均值分别为98.6±23.40和87.98±16.01。结果表明，该干预对参与者的表现具有中等教育效应量（偏η = 0.06）。我们的结果表明，一种根据学习者改变准备阶段量身定制的IPE模式可改善参与者的跨专业协作。所开发的模式可应用于提高其他IPE项目中的跨专业协作表现。
