Dabaghzadeh Fatemeh, Zihayat Bahare, Sarafzadeh Farhad
Pharmaceutics Research Center, Institute of Neuropharmacology, Kerman University of Medical Sciences, Kerman, Iran.
Herbal and Traditional Medicines Research Center, Kerman University of Medical Sciences, Kerman, Iran.
Educ Health (Abingdon). 2017 May-Aug;30(2):103-107. doi: 10.4103/efh.EfH_185_16.
Clinical interprofessional education (IPE) can promote mutual understanding of other health professions and respectful behaviors among health-care professionals. The aims of this study were to evaluate the effects of IPE on the attitudes of medical and pharmacy students in an inpatient hospital setting and, in particular, the influence of pharmacy students on the attitudes of medical students.
The 6th year doctor of pharmacy students and medical students were enrolled in a prospective cohort study. They were paired and each pair was responsible for three beds and all the patients occupying these mentioned beds over the 2-week course. The Readiness for Interprofessional Learning Scale (RIPLS) questionnaire was used to assess the students' attitudes before and after the course.
The attitudes of the medical students changed positively after the IPE course based on RIPLS teamwork and collaboration and professional identity subscales. Changes in the attitudes of the pharmacy students were not statistically significant based on the mentioned scale and subscales.
IPE could improve the attitudes of the medical students regarding interprofessional teamwork, communication, and sharing learning experience. Based on the current investigation, IPE did not have an effect on pharmacy students.
临床跨专业教育（IPE）可促进医疗保健专业人员之间对其他健康职业的相互理解和尊重行为。本研究的目的是评估IPE对住院医院环境中医学生和药学学生态度的影响，特别是药学学生对医学生态度的影响。
对六年级药学博士生和医学生进行前瞻性队列研究。他们两两配对，在为期2周的课程中，每对负责三张病床及占用这些病床的所有患者。使用跨专业学习准备量表（RIPLS）问卷评估学生在课程前后的态度。
根据RIPLS团队合作与协作以及专业认同子量表，医学生在IPE课程后的态度有积极变化。根据上述量表和子量表，药学学生态度的变化无统计学意义。
IPE可改善医学生对跨专业团队合作、沟通和分享学习经验的态度。根据目前的调查，IPE对药学学生没有影响。
