Osman Ahmed
a Paediatric Intensive Care Unit , University Hospital Southampton , Southampton , UK.
J Interprof Care. 2017 Sep;31(5):673-676. doi: 10.1080/13561820.2017.1340876. Epub 2017 Aug 9.
Interprofessional education (IPE) continues to grow as a field internationally, and therefore has become a key activity which numerous institutions have implemented around the world. A number of learner characteristics have been suggested as being important for the success of interprofessional interventions, including prior experiences, expectations, and motivations. This study sought to explore medical student engagement with IPE and the factors that affect this. Twelve final and penultimate year students took part in two focus groups to discuss previous IPE and the factors which they felt led to successful interprofessional experiences. Thematic analysis was used to interpret the data. Students were found to be receptive to the idea of IPE, but had some reservations about its current form. Students were enthusiastic about clinically relevant IPE experiences, but were put off by generic teambuilding exercises, especially those with a poor mix of professional groups. They also reported being aware of interprofessional tensions and communication issues, which they felt might be alleviated through frequent interprofessional contact at the undergraduate level. This study suggests that medical students desire realistic, clinically relevant, interprofessional experiences, with a good mix of professionals, through which they can gain more awareness of their own role and that of other professionals.
跨专业教育（IPE）作为一个领域在国际上持续发展，因此已成为世界各地众多机构所开展的一项关键活动。一些学习者特征被认为对跨专业干预的成功很重要，包括先前的经历、期望和动机。本研究旨在探讨医学生对IPE的参与情况以及影响这一情况的因素。十二名最后一年和倒数第二年的学生参加了两个焦点小组，讨论以前的IPE以及他们认为导致成功的跨专业经历的因素。采用主题分析法对数据进行解读。结果发现，学生们接受IPE的理念，但对其当前形式有所保留。学生们对与临床相关的IPE经历充满热情，但对一般的团队建设活动感到厌烦，尤其是那些专业组合不佳的活动。他们还报告说意识到跨专业之间的紧张关系和沟通问题，他们认为通过本科阶段频繁的跨专业接触可能会缓解这些问题。本研究表明，医学生渴望获得现实的、与临床相关的、有良好专业组合的跨专业经历，通过这些经历他们可以更多地了解自己以及其他专业人员的角色。
