Vernon Marlo M, Moore Nicole M, Cummins Lisa-Anne, Reyes Stephanie E, Mazzoli Andrew J, Heboyan Vahe, De Leo Gianluca
College of Allied Health Sciences
College of Allied Health Sciences.
Respir Care. 2017 Jul;62(7):873-881. doi: 10.4187/respcare.05034. Epub 2017 Mar 14.
Interprofessional education (IPE) improves collaboration and patient care through joint education between health professions. Respiratory therapy (RT) faculty were surveyed to evaluate their knowledge and attitudes toward IPE. We report current opportunities for IPE from faculty and compare responses from associate's, bachelor's, and master's degree programs and profit versus nonprofit institutions.
We developed an online survey based on IPE literature and questions modified for the RT discipline. The survey was distributed by email to 874 faculty from the Commission on Accreditation for Respiratory Care accredited programs.
The response rate was 33%. Faculty identified IPE as an important component of RT education ( = 207, 80%) but reported challenges in integrating IPE into current curriculum. Overall, communication was ranked as the most important IPE competency ( = 104, 39%) and ethics least important ( = 131, 49%). When asked how many credit hours are required to teach IPE, 48% of respondents reported that they were unsure of an appropriate time requirement. Significant differences between associate's and bachelor's/master's degree program faculty were found on the following topics: institutional resources needed for IPE ( < .001), faculty availability ( < .001), curriculum availability for IPE ( = .02), and importance of including IPE at academic health center campuses ( < .001).
IPE is recognized as an important component of RT education by all faculty respondents. However, significant differences in knowledge and attitudes toward IPE exist between faculty in associate's versus bachelor's/master's degree programs. Revisiting the current accreditation standards program may allow IPE to take a more prominent role in RT curricula.
跨专业教育（IPE）通过卫生专业之间的联合教育改善协作和患者护理。对呼吸治疗（RT）教员进行了调查，以评估他们对IPE的知识和态度。我们报告了教员提供的当前IPE机会，并比较了副学士学位、学士学位和硕士学位项目以及营利性与非营利性机构的回应。
我们根据IPE文献和针对RT学科修改的问题开发了一项在线调查。该调查通过电子邮件分发给呼吸护理认证委员会认证项目的874名教员。
回复率为33%。教员将IPE视为RT教育的重要组成部分（n = 207，80%），但报告称在将IPE纳入当前课程方面存在挑战。总体而言，沟通被列为最重要的IPE能力（n = 104，39%），而伦理被列为最不重要的能力（n = 131，49%）。当被问及教授IPE需要多少学分时，48%的受访者表示他们不确定合适的时间要求。在以下主题上发现了副学士学位项目教员与学士学位/硕士学位项目教员之间的显著差异：IPE所需的机构资源（P <.001）、教员可用性（P <.001）、IPE的课程可用性（P =.02）以及在学术健康中心校区纳入IPE的重要性（P <.001）。
所有教员受访者都认为IPE是RT教育的重要组成部分。然而，副学士学位项目教员与学士学位/硕士学位项目教员对IPE的知识和态度存在显著差异。重新审视当前的认证标准项目可能会使IPE在RT课程中发挥更突出的作用。
