Alexandraki Irene, Hernandez Caridad A, Torre Dario M, Chretien Katherine C
Florida State University College of Medicine, Tallahassee, FL, USA.
Department of Clinical Sciences, Florida State University College of Medicine, Tallahassee, FL, USA.
J Gen Intern Med. 2017 Aug;32(8):871-876. doi: 10.1007/s11606-017-4004-3. Epub 2017 Mar 10.
Several decades of work have detailed the value and goals of interprofessional education (IPE) within the health professions, defining IPE competencies and best practices. In 2013, the Liaison Committee for Medical Education (LCME) elevated IPE to a U.S. medical school accreditation standard.
To examine the status of IPE within internal medicine (IM) clerkships including perspectives, curricular content, barriers, and assessment a year after the LCME standard issuance.
Anonymous online survey.
IM clerkship directors from each of the Clerkship Directors in Internal Medicine's 121 U.S. and Canadian member medical schools in 2014.
In 2014, a section on IPE (18 items) was included in the Clerkship Directors in Internal Medicine annual survey of its 121 U.S. and Canadian member medical schools.
Items (18) assessed clerkship director (CD) perspectives, status of IPE curricula in IM clerkships, and barriers to IPE implementation. Data were analyzed using descriptive statistics and qualitative analysis of free-text responses to one of the survey questions.
The overall survey response rate was 78% (94/121). The majority (88%) agreed that IPE is important to the practice of IM, and 71% believed IPE should be part of the IM clerkship. Most (76%) CDs agreed there is need for faculty development programs in IPE; 27% had such a program at their institution. Lack of curricular time, scheduling conflicts, and lack of faculty trained in IPE were the most frequently cited barriers. Twenty-nine percent had formal IPE activities within their IM clerkships, and 38% were planning to make changes. Of those with formal IPE activities, over a third (37%) did not involve student assessment.
Since LCME standard issuance, only a minority of IM clerkships have included formal IPE activities, with lectures as the predominant method. Opportunities exist for enhancing educational methods as well as IPE faculty development.
几十年来的工作详细阐述了卫生专业领域内跨专业教育（IPE）的价值和目标，明确了IPE的能力要求和最佳实践。2013年，医学教育联络委员会（LCME）将IPE提升为美国医学院校的认证标准。
在LCME标准发布一年后，考察内科实习中IPE的现状，包括观点、课程内容、障碍和评估。
匿名在线调查。
2014年来自内科实习主任协会（Clerkship Directors in Internal Medicine）的121所美国和加拿大成员医学院校的内科实习主任。
2014年，在对其121所美国和加拿大成员医学院校进行的内科实习主任年度调查中纳入了一个关于IPE的部分（18个项目）。
18个项目评估了实习主任对IPE的观点、内科实习中IPE课程的现状以及IPE实施的障碍。使用描述性统计和对一个调查问题的自由文本回答的定性分析对数据进行分析。
总体调查回复率为78%（94/121）。大多数（88%）人同意IPE对内科实践很重要，71%的人认为IPE应该成为内科实习的一部分。大多数（76%）实习主任同意需要开展IPE教师发展项目；27% 的机构有这样的项目。课程时间不足、日程安排冲突以及缺乏接受过IPE培训的教师是最常被提及的障碍。29% 的人在内科实习中有正式的IPE活动，38% 的人计划进行变革。在有正式IPE活动的人中，超过三分之一（37%）没有涉及学生评估。
自LCME标准发布以来，只有少数内科实习包含正式的IPE活动，以讲座为主要方式。在加强教育方法以及IPE教师发展方面存在机会。
