Harrison-Bernard Lisa M, Naljayan Mihran V, Eason Jane M, Mercante Donald E, Gunaldo Tina P
Department of Physiology, New Orleans School of Medicine, Louisiana State University Health, New Orleans, Louisiana;
Section of Nephrology and Hypertension, New Orleans School of Medicine, Louisiana State University Health, New Orleans, Louisiana.
Adv Physiol Educ. 2017 Dec 1;41(4):594-598. doi: 10.1152/advan.00120.2017.
The primary purpose of conducting an interprofessional education (IPE) experience during the renal physiology block of a graduate-level course was to provide basic science, physical therapy, and physician assistant graduate students with an opportunity to work as a team in the diagnosis, treatment, and collaborative care of a patient with acute kidney injury. The secondary purpose was to enhance the understanding of basic renal physiology principles with a patient case presentation of renal pathophysiology. The overall purpose was to assess the value of IPE integration within a basic science course by examining student perceptions and program evaluation. Graduate-level students operated in interprofessional teams while working through an acute kidney injury patient case. The following Interprofessional Education Collaborative subcompetencies were targeted: Roles/Responsibilities (RR) Behavioral Expectations (RR1, RR4) and Interprofessional Communication (CC) Behavioral Expectations (CC4). Clinical and IPE stimulus questions were discussed both within and between teams with assistance provided by faculty facilitators. Students were given a pre- and postsurvey to determine their knowledge of IPE. There were statistically significant increases from pre- to postsurvey scores for all six IPE questions for all students. Physical therapy and physician assistant students had a statistically significant increase in pre- to postsurvey scores, indicating a more favorable perception of their interprofessional competence for RR1, RR4, and CC4. No changes were noted in pre- to postsurvey scores for basic science graduate students. Incorporating planned IPE experiences into multidisciplinary health science courses represents an appropriate venue to have students learn and apply interprofessional competencies.
在研究生水平课程的肾脏生理学模块开展跨专业教育（IPE）体验的主要目的，是为基础科学、物理治疗和医师助理专业的研究生提供一个机会，让他们以团队形式参与急性肾损伤患者的诊断、治疗和协作护理。次要目的是通过一个肾脏病理生理学患者病例展示，增强对基本肾脏生理学原理的理解。总体目的是通过考察学生的看法和课程评估，评估在基础科学课程中整合IPE的价值。研究生水平的学生在处理急性肾损伤患者病例时，以跨专业团队的形式开展工作。以下跨专业教育协作的子能力是目标：角色/职责（RR）行为期望（RR1、RR4）和跨专业沟通（CC）行为期望（CC4）。在教师引导者的协助下，团队内部和团队之间讨论了临床和IPE刺激问题。学生们接受了课前和课后调查，以确定他们对IPE的了解程度。所有学生的六个IPE问题的课前到课后分数都有统计学上的显著提高。物理治疗和医师助理专业的学生课前到课后分数有统计学上的显著提高，表明他们对RR1、RR4和CC4的跨专业能力有更积极的看法。基础科学专业研究生的课前到课后分数没有变化。将有计划的IPE体验纳入多学科健康科学课程，是让学生学习和应用跨专业能力的合适场所。
