Darlow Ben, Brown Melanie, Gallagher Peter, Gray Lesley, McKinlay Eileen, Purdie Gordon, Wilson Christine, Pullon Sue
Department of Primary Health Care and General Practice, University of Otago, Wellington, New Zealand.
Education Unit, University of Otago, Wellington, New Zealand.
BMJ Open. 2018 Jan 21;8(1):e018510. doi: 10.1136/bmjopen-2017-018510.
Interprofessional practice is recognised as an important element of safe and effective healthcare. However, few studies exist that evaluate how preregistration education contributes to interprofessional competencies, and how these competencies develop throughout the early years of a health professional's career. This quasiexperimental study will gather longitudinal data during students' last year of preregistration training and their first 3 years of professional practice to evaluate the ongoing development of interprofessional competencies and the influence that preregistration education including an explicit interprofessional education (IPE) programme may have on these.
Participants are students and graduates from the disciplines of dentistry, dietetics, medicine, nursing, occupational therapy, oral health, pharmacy and physiotherapy recruited before their final year of study. A subset of these students attended a 5-week IPE immersion programme during their final year of training. All data will be collected via five written or electronic surveys completed at 12-month intervals. Each survey will contain the Attitudes Towards Health Care Teams Scale and the Team Skills Scale, as well as quantitative and free-text items to explore vocational satisfaction, career trajectories and influences on these. Students who attend the IPE programme will complete additional free-text items to explore the effects of this programme on their careers. Quantitative analysis will compare scores at each time point, adjusted for baseline scores, for graduates who did and did not participate in the IPE programme. Associations between satisfaction data and discipline, professional setting, location and IPE participation will also be examined. Template analysis will explore free-text themes related to influences on career choices including participation in preregistration IPE.
This study has received approval from the University of Otago Ethics Committee (D13/019). Results will be disseminated through peer-reviewed publications, conferences and stakeholder reports. Findings will inform future IPE developments and health workforce planning.
跨专业实践被认为是安全有效的医疗保健的重要组成部分。然而，很少有研究评估预注册教育如何促进跨专业能力，以及这些能力在卫生专业人员职业生涯的早期阶段如何发展。这项准实验研究将在学生预注册培训的最后一年及其专业实践的前三年收集纵向数据，以评估跨专业能力的持续发展，以及包括明确的跨专业教育（IPE）计划在内的预注册教育可能对这些能力产生的影响。
参与者是来自牙科、营养学、医学、护理、职业治疗、口腔健康、药学和物理治疗等学科的学生和毕业生，在他们学习的最后一年之前招募。这些学生中的一部分在培训的最后一年参加了为期5周的IPE沉浸式课程。所有数据将通过每隔12个月完成的五次书面或电子调查收集。每次调查将包含对医疗团队的态度量表和团队技能量表，以及用于探索职业满意度、职业轨迹及其影响的定量和自由文本项目。参加IPE课程的学生将完成额外的自由文本项目，以探索该课程对其职业生涯的影响。定量分析将比较参加和未参加IPE课程的毕业生在每个时间点的得分，并根据基线得分进行调整。还将检查满意度数据与学科、专业环境、地点和IPE参与之间的关联。模板分析将探索与影响职业选择相关的自由文本主题，包括参与预注册IPE。
本研究已获得奥塔哥大学伦理委员会的批准（D13/019）。研究结果将通过同行评审的出版物、会议和利益相关者报告进行传播。研究结果将为未来的IPE发展和卫生人力规划提供参考。
