McGregor Michelle R, Lanning Sharon K, Lockeman Kelly S
J Dent Hyg. 2018 Dec;92(6):6-15.
Commission on Dental Accreditation standards for dental and dental hygiene programs include interprofessional education (IPE) experiences within the curriculum; an initial step in the acquisition and application of IPE is for students to perceive it as relevant. The purpose of this study is to identify dental and dental hygiene students' attitudes regarding IPE following the completion of a novel interprofessional course involving health professional students from six different degree programs. Faculty members from the Schools of Allied Health Professions, Dentistry, Nursing, and Pharmacy designed a one-hour, required course focusing on collaborative practice, roles and responsibilities, teamwork, and communication. Students from six different professional programs were divided into interprofessional teams for the thirteen session IPE course. Upon completion of the course, all participants (n=487), were invited to complete an online course evaluation survey utilizing the Student Perceptions of Interprofessional Clinical Education (SPICE-R2) instrument. A retrospective pre-test-post-test approach was used to assess attitudinal change. A total of 300 students from the six health care professions (n=300) completed the SPICE-R2 pre- and post-test surveys for a response rate of 62%. In general, students reported significantly more positive perceptions about IPE after completion ( = 39.7, = 7.57) than they did prior to the course ( = 36.6, = 7.13), (299) = -9.24, < .001; and the effect size was moderate (Cohen's = .535). One-way analysis of variance revealed a significant main effect for student program on change in scores on the total SPICE-R2 scale. Although post- tests did not reveal differences between specific programs, dental hygiene students exhibited the greatest attitudinal change, while dental students demonstrated the lowest. Sample sizes from the six healthcare programs varied and serve as a limitation for this study. Findings suggest that dental hygiene students may perceive greater benefit from IPE because they see themselves as collaborative practitioners. while dental students may self-identify as leaders of the oral healthcare team. Further research is warranted to examine students' perceptions of IPE to determine the potential impact and success of these curricular activities.
牙科认证委员会针对牙科和口腔卫生专业课程的标准包括课程中的跨专业教育（IPE）体验；让学生认识到IPE的相关性是获取和应用IPE的第一步。本研究的目的是确定牙科和口腔卫生专业学生在完成一门新颖的跨专业课程后对IPE的态度，该课程有来自六个不同学位项目的健康专业学生参与。联合健康职业学院、牙科学院、护理学院和药学院的教师设计了一门一小时的必修课程，重点关注协作实践、角色与职责、团队合作和沟通。来自六个不同专业项目的学生被分成跨专业团队参加为期十三节的IPE课程。课程结束后，所有参与者（n = 487）被邀请使用跨专业临床教育学生认知（SPICE - R2）工具完成一项在线课程评估调查。采用回顾性前测 - 后测方法来评估态度变化。六个医疗保健专业的300名学生（n = 300）完成了SPICE - R2前测和后测调查，回复率为62%。总体而言，学生在课程结束后对IPE的积极认知（ = 39.7， = 7.57）显著多于课程开始前（ = 36.6， = 7.13），（299） = -9.24， <.001；效应量为中等（科恩 = .535）。单因素方差分析显示，学生项目对SPICE - R2总量表得分变化有显著的主效应。虽然后测未显示特定项目之间存在差异，但口腔卫生专业学生的态度变化最大，而牙科专业学生的态度变化最小。六个医疗保健项目的样本量各不相同，这是本研究的一个局限性。研究结果表明，口腔卫生专业学生可能从IPE中获得更大的益处，因为他们将自己视为协作从业者。而牙科专业学生可能将自己视为口腔医疗团队的领导者。有必要进行进一步研究，以考察学生对IPE的认知，从而确定这些课程活动的潜在影响和成效。
