Arain Mubashir, Suter Esther, Hepp Shelanne, Nanayakkara Shyama, Harrison Elizabeth L, Mickelson Grace, Bainbridge Lesley, Grymonpre Ruby E
Dr. Arain: Senior Research & Evaluation Consultant, Workforce Research & Evaluation, Alberta, Canada. Dr. Suter: Director, Workforce Research & Evaluation, Alberta Health Services, Alberta, Canada. Dr. Hepp: Research & Evaluation Consultant, Workforce Research & Evaluation, Alberta, Canada. Dr. Nanayakkara: Research Technician, Faculty of Pharmacy, University of Manitoba, Manitoba, Canada. Dr. Harrison: Professor and Associate Dean, School of Physical Therapy, College of Medicine, University of Saskatchewan, Saskatchewan, Canada. Dr. Mickelson: Corporate Director (retired)-Academic Development (2005-2015), Provincial Health Services Authority, British Columbia, Canada. Dr. Bainbridge: Associate Professor Emeritus, Department of Physical Therapy, Faculty of Medicine, University of British Columbia, British Columbia, Canada. Dr. Grymonpre: Professor, College of Pharmacy, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, Manitoba.
J Contin Educ Health Prof. 2017 Summer;37(3):173-182. doi: 10.1097/CEH.0000000000000160.
Internationally Educated Health Professionals (IEHPs) constitute a major health care workforce in Canada. Interprofessional education is particularly important for IEHPs to integrate into the Canadian health care system. We designed an online interprofessional education curriculum for IEHPs. The curriculum is designed to cover the six interprofessional competency domains defined in the Canadian Interprofessional Health Collaborative National Interprofessional Competency Framework. In this article, we are presenting findings from the pilot testing of the curriculum with a cohort of IEHPs and educators.
We conducted surveys and interviews with IEHPs and educators from four provinces (British Columbia, Alberta, Saskatchewan, and Manitoba). We aimed to include seven healthcare professionals: licensed practical nurses, registered nurses, registered psychiatric nurses, pharmacists, physicians, occupational therapists, and physical therapists. We also used a pre- post- self-assessment tool and a set of reflective questions to measure the effectiveness of the curriculum.
Thirty IEHPs and five educators reviewed the online curriculum and participated in this evaluation. Postintervention confidence scores for all items under the role clarification and patient-centered care domains increased significantly (P = <0.01) after module completion. The scores also increased for most questions in team functioning, collaborative leadership, and communication domains. The postassessment scores increased for only half of the questions in conflict management domains. Participants agreed with the appropriateness of the content in terms of language, scenarios, and cultural aspects covered in the online curriculum on interprofessional education.
The content of the curriculum improved IEHPs' understanding of interprofessional collaboration in Canada. The interprofessional curriculum is a creative and useful resource to improve collaborative practice among internationally educated health professionals in Canada.
国际教育背景的卫生专业人员（IEHPs）是加拿大医疗保健劳动力的重要组成部分。跨专业教育对于IEHPs融入加拿大医疗保健系统尤为重要。我们为IEHPs设计了一个在线跨专业教育课程。该课程旨在涵盖加拿大跨专业卫生合作组织国家跨专业能力框架中定义的六个跨专业能力领域。在本文中，我们将呈现该课程对一组IEHPs和教育工作者进行试点测试的结果。
我们对来自四个省份（不列颠哥伦比亚省、艾伯塔省、萨斯喀彻温省和曼尼托巴省）的IEHPs和教育工作者进行了调查和访谈。我们的目标是纳入七类医疗保健专业人员：持牌实用护士、注册护士、注册精神科护士、药剂师、医生、职业治疗师和物理治疗师。我们还使用了一种前后自我评估工具和一组反思性问题来衡量该课程的有效性。
30名IEHPs和5名教育工作者审查了在线课程并参与了此次评估。在完成模块后，角色澄清和以患者为中心的护理领域下所有项目的干预后信心得分显著提高（P = <0.01）。团队运作、协作领导和沟通领域的大多数问题得分也有所提高。冲突管理领域只有一半问题的评估后得分有所提高。参与者认可在线跨专业教育课程在语言、场景和文化方面所涵盖内容的适当性。
该课程的内容提高了IEHPs对加拿大跨专业合作的理解。跨专业课程是提高加拿大国际教育背景卫生专业人员之间协作实践的一种创新且有用的资源。
