Postgraduate Program of Medical Education, Faculty of Medicine, Universitas Gadjah Mada, Indonesia.
Department of Medical Education, Faculty of Medicine, Universitas Gadjah Mada, Indonesia.
Nurse Educ Today. 2018 Jul;66:73-78. doi: 10.1016/j.nedt.2018.04.014. Epub 2018 Apr 17.
Several studies have been conducted to evaluate the implementation of interprofessional education (IPE) across the globe. By looking at the timeline of each previous study, it can be inferred that the implementation of IPE has been improving continuously. However, the effectiveness of IPE still cannot be easily generalized due to misconceptions regarding how interprofessional collaboration capabilities should be evaluated. This study aims to generalize the learning outcomes that were produced by IPE in a global context and analyse the contributing factors. A systematic review was conducted within seven online databases as well as paperback periodical publications to search for the intended articles. A set of four criterions were assigned prior to the study using the standard Population-Intervention-Context-Outcome (PICO) model to ensure the included articles matched the study objectives. The quality of studies were appraised using the Medical Education Research Study Quality Improvement (MERSQI). Each included article was analysed using the narrative method to obtain the relevant information. Sixteen articles included in this study showed that IPE improved interprofessional collaborative knowledge, skills, and behaviour based on objective measurements. Complexity of the learning material, appropriateness of the program design, and referral to a specific standard of competence were assumed to play significant role towards the effectiveness of interprofessional education. This study results in several recommendation for future development of IPE, including a specific suggestion for its development in Asia region.
已有多项研究致力于评估全球范围内的跨专业教育（IPE）的实施情况。通过观察每项先前研究的时间线，可以推断出 IPE 的实施一直在不断改进。然而，由于对如何评估跨专业协作能力存在误解，IPE 的效果仍然难以轻易推广。本研究旨在推广全球范围内 IPE 产生的学习成果，并分析促成因素。在七个在线数据库和纸质期刊出版物中进行了系统评价，以搜索目标文章。在研究之前，使用标准的“人群-干预-环境-结果”（PICO）模型分配了一套四项标准，以确保纳入的文章符合研究目标。使用医疗教育研究质量改进（MERSQI）评估研究质量。使用叙述性方法对每个纳入的文章进行分析，以获取相关信息。本研究纳入的 16 篇文章表明，IPE 基于客观测量提高了跨专业协作的知识、技能和行为。学习材料的复杂性、课程设计的适当性以及参考特定的能力标准被认为对跨专业教育的有效性起着重要作用。这项研究为未来的 IPE 发展提出了一些建议，包括对亚洲地区 IPE 发展的具体建议。
