Stubbs Chante, Schorn Mavis N, Leavell Jacinta P, Espiritu Elena Wong, Davis Gerald, Gentry Chad K, Friedman Elisa, Patton Traci, Graham Ali, Crowder Ron, Wilkins Consuelo H
a Meharry-Vanderbilt Alliance , Vanderbilt University Medical Center , Nashville , Tennessee , USA.
b School of Nursing , Vanderbilt University , Nashville , Tennessee , USA.
J Interprof Care. 2017 Sep;31(5):652-655. doi: 10.1080/13561820.2017.1343808. Epub 2017 Aug 9.
Many health professions programmes have begun integrating interprofessional learning into their curricula; however, community-based interprofessional education (IPE) initiatives are relatively scarce. The Meharry-Vanderbilt Alliance IPE Faculty Collaborative, comprised of faculty from five institutions, developed a community-based IPE programme that allowed students to engage in meaningful interprofessional activities while exposing them to social determinants of health. Thirty students from ten professions were divided into six teams and paired with three community organisations. Each team engaged community organisation staff and clients to develop practical solutions to their priorities. Teams participated in debriefings and team-building exercises to further support interprofessional learning. Students' comfort working with others (CWO), value in working with others (VWO), and self-perceived ability (SPA) to work with others were assessed using the Interprofessional Socialisation and Valuing Scale (ISVS). Mean rank scores in all three subcategories increased significantly from baseline (CWO: z = -4.11, p < 0.0001; VWO: z = -3.41. p = 0.001; SPA: z = -2.79, p = 0.005). In addition, programme evaluations suggest the programme improved students' understanding of social determinants of health. Our findings align with those of two other community-based IPE initiatives and support the expansion of IPE efforts beyond traditional settings.
许多健康专业项目已开始将跨专业学习纳入其课程；然而，基于社区的跨专业教育（IPE）举措相对较少。由来自五个机构的教师组成的梅哈里 - 范德比尔特联盟IPE教师合作组织，开发了一个基于社区的IPE项目，该项目让学生参与有意义的跨专业活动，同时让他们接触健康的社会决定因素。来自十个专业的30名学生被分成六个小组，并与三个社区组织配对。每个小组与社区组织的工作人员和客户合作，为他们的优先事项制定实际解决方案。各小组参加汇报会和团队建设活动，以进一步支持跨专业学习。使用跨专业社会化与重视量表（ISVS）评估学生与他人合作的舒适度（CWO）、与他人合作的价值（VWO）以及自我感知的与他人合作的能力（SPA）。所有三个子类别的平均排名得分从基线开始均显著提高（CWO：z = -4.11，p < 0.0001；VWO：z = -3.41，p = 0.001；SPA：z = -2.79，p = 0.005）。此外，项目评估表明该项目提高了学生对健康社会决定因素的理解。我们的研究结果与其他两项基于社区的IPE举措的结果一致，并支持将IPE工作扩展到传统环境之外。
