Lairamore Chad, Morris Duston, Schichtl Rachel, George-Paschal Lorrie, Martens Heather, Maragakis Alexandros, Garnica Mary, Jones Barbara, Grantham Myra, Bruenger Adam
a Department of Physical Therapy , University of Central Arkansas , Conway , Arkansas , USA.
b Department of Psychology , Eastern Michigan University, University of Central Arkansas , Ypsilanti , Michigan , USA.
J Interprof Care. 2018 Mar;32(2):143-150. doi: 10.1080/13561820.2017.1366895. Epub 2017 Nov 13.
Interprofessional education (IPE) provides students with opportunities to learn about the roles and responsibilities of other professions and develop communication and teamwork skills. As different health professions have recognised the importance of IPE, the number of disciplines participating in IPE events is increasing. Consequently, it is important to examine the effect group structure has on the learning environment and student knowledge acquisition during IPE events. The purpose of this study was to determine the effect of group composition on student perceptions of interprofessional teamwork and collaboration when participating in a case-based IPE forum. To examine this construct, six cohorts of students were divided into two groups: Group-one (2010-2012) included students from five professions. Group-two (2013-2015) included students from 10 professions. The only other change for group-two was broadening the case scenarios to ensure a role for each profession. At the conclusion of the case-based IPE forums, both groups demonstrated a statistically significant increase in 'readiness for interprofessional learning' and 'interdisciplinary education perceptions'. However, participants in group-one (2010-2012) demonstrated a greater change in scores when compared to group-two (2013-2015). It was concluded a case-based IPE forum with students from numerous health professions participating in a discussion about broad case scenarios was moderately effective at introducing students to other health professions and increasing their knowledge of others' identities. However, a smaller grouping of professions with targeted cases was more effective at influencing student perceptions of the need for teamwork. When planning an IPE event, faculty should focus on intentional groupings of professions to reflect the social context of healthcare teams so all students can fully participate and experience shared learning.
跨专业教育（IPE）为学生提供了了解其他专业角色和职责的机会，并培养沟通和团队合作技能。随着不同的健康专业认识到IPE的重要性，参与IPE活动的学科数量正在增加。因此，研究小组结构在IPE活动期间对学习环境和学生知识获取的影响很重要。本研究的目的是确定在参加基于案例的IPE论坛时，小组组成对学生跨专业团队合作和协作认知的影响。为了研究这一结构，将六组学生分为两组：第一组（2010 - 2012年）包括来自五个专业的学生。第二组（2013 - 2015年）包括来自十个专业的学生。第二组的唯一其他变化是拓宽案例场景，以确保每个专业都有角色。在基于案例的IPE论坛结束时，两组在“跨专业学习准备度”和“跨学科教育认知”方面均表现出统计学上的显著提高。然而，与第二组（2013 - 2015年）相比，第一组（2010 - 2012年）的参与者得分变化更大。得出的结论是，一个有众多健康专业学生参与讨论广泛案例场景的基于案例的IPE论坛，在向学生介绍其他健康专业并增加他们对他人身份的了解方面有一定效果。然而，针对特定案例的较小专业分组在影响学生对团队合作必要性的认知方面更有效。在规划IPE活动时，教师应专注于专业的有意分组，以反映医疗团队的社会背景，以便所有学生都能充分参与并体验共享学习。
