School of Medicine, Federal University of Juiz de Fora, Brazil.
Department of Medical Education, School of Medicine, Federal University of Juiz de Fora, Brazil.
Nurse Educ Today. 2018 Apr;63:64-68. doi: 10.1016/j.nedt.2018.01.013. Epub 2018 Feb 6.
Despite the growth in the interprofessional literature, there are still few studies that have evaluated the differences among courses and periods in relation to Readiness for Interprofessional Learning. Likewise, the relationship between the influences of contact among students from different professions is still controversial.
To evaluate whether greater contact among students from diverse health courses could be associated with improved Readiness for Interprofessional Learning (RIPLS) at the undergraduate level and to compare the RIPLS among healthcare courses, analyzing differences among courses and periods of their academic training.
Cross-sectional study.
A Brazilian public university.
Students enrolled in the first and final periods of nine healthcare courses.
The rates of contact between students and the Readiness for Interprofessional Learning were assessed. A comparison between students from these nine healthcare courses was carried out.
A total of 545 (73.45%) students answered the questionnaire. The highest RIPLS scores were from Nursing (42.39), Dentistry (41.33) and Pharmacy students (40.72) and the lowest scores were from Physical Education (38.02), Medicine (38.17) and Psychology (38.66) students. The highest rates of contact between students (RC) were from Physical Education, Nutrition and Psychology students and the lowest RC were from Pharmacy, Social service and Dentistry. There was a significant effect of "healthcare course" on RIPLS. Comparing RIPLS and RC between the first and final years we found that, considering all courses, there was an increase in the RC, whereas a decrease in RIPLS scores. No correlation was found between RIPLS and RC in general.
The current study found that RIPLS scores are very different between healthcare students. Although we found a significant increase in the RC, there was a decrease in the RIPLS scores. These findings lead to a greater understanding of the difficulties facing and potential for interprofessional education.
尽管跨专业文献不断增加，但仍有少数研究评估了课程和阶段差异与准备跨专业学习之间的关系。同样，学生之间的接触对跨专业教育的影响仍然存在争议。
评估不同健康课程的学生之间是否有更多的接触，是否可以提高本科阶段的跨专业学习准备程度（RIPLS），并比较不同医疗保健课程之间的 RIPLS，分析其学术培训课程和阶段之间的差异。
横断面研究。
巴西一所公立大学。
九门医疗保健课程的第一学期和最后一学期的学生。
评估学生之间的接触率和跨专业学习准备程度。对这九门医疗保健课程的学生进行了比较。
共有 545 名（73.45%）学生回答了问卷。护理（42.39）、牙科（41.33）和药学（40.72）学生的 RIPLS 得分最高，而体育（38.02）、医学（38.17）和心理学（38.66）学生的得分最低。学生之间的最高接触率（RC）来自体育、营养和心理学专业的学生，而 RC 最低的是药学、社会服务和牙科专业的学生。“医疗保健课程”对 RIPLS 有显著影响。比较第一学年和最后一学年的 RIPLS 和 RC，我们发现，考虑到所有课程，RC 增加，而 RIPLS 分数下降。总体上未发现 RIPLS 和 RC 之间存在相关性。
本研究发现，医疗保健学生之间的 RIPLS 分数差异很大。虽然我们发现 RC 显著增加，但 RIPLS 分数却下降了。这些发现使我们更深入地了解跨专业教育面临的困难和潜力。
