Faculty of Medicine and Dentistry, Department of Pediatrics, CARE Program, University of Alberta, 1702 College Plaza, 8215-112 Street NW, Edmonton, Alberta T6G 2C8, Canada.
Faculty of Extension, University of Alberta, Community-University Partnership for the Study of Children, Youth, and Families, 2-289 Enterprise Square, 10230 Jasper Avenue, Edmonton, Alberta T5J 4P6, Canada.
Explore (NY). 2019 Jul-Aug;15(4):273-282. doi: 10.1016/j.explore.2019.02.002. Epub 2019 Feb 21.
Literature suggests interprofessional education (IPE) and education about complementary therapies for health sciences students may be effectively combined.
A novel 30-hour, 10-week course for interprofessional undergraduate health sciences students combining IPE and complementary therapies learning objectives was developed and offered in 2012 (N = 71), 2013 (N = 120) and 2014 (N = 140). Pre-post mixed methods measurement occurred in three groups: one taking combined IPE-complementary therapies curriculum, and two control groups (one following non-specialized IPE curriculum, and one following combined IPE-continuing care curriculum). The students' attitudinal changes towards IPE and complementary therapies, and their comfort collaborating with students in other health sciences programs were measured using scales. Qualitative evaluation was conducted via content analysis of team-based reflective essays of their opinions towards what they learned about IPE and complementary therapies, and how it changed during the course.
Quantitative results exhibited ceiling effects, revealing little change or difference between groups on all measures, with the exception of the Health Professional Collaborative Competency Perception Scale which indicated the students taking the IPE-complementary therapies course reported increased comfort collaborating in comparison with control groups. Qualitative results indicated students: increased their awareness and knowledge about complementary therapies, and were inspired to learn more, appreciated the need for collaboration and communication, desired to be more patient-centered, and wove concepts related to IPE and complementary therapies together.
Combining IPE initiatives and basic complementary therapies education can save curricular time, and develop healthcare professionals who appear to be more ready to provide team-based, patient-centered care.
文献表明，对于健康科学专业的学生，采用跨专业教育（IPE）与补充疗法教育相结合的方式可能是有效的。
2012 年（N=71）、2013 年（N=120）和 2014 年（N=140）期间，我们开发并提供了一门新颖的、为期 10 周、共 30 小时的跨专业本科健康科学学生课程，旨在将 IPE 和补充疗法学习目标结合起来。在三个组中进行了前后混合方法测量：一组接受了 IPE-补充疗法综合课程，两组对照组（一组接受非专业 IPE 课程，一组接受 IPE-持续护理课程）。采用量表来衡量学生对 IPE 和补充疗法的态度变化以及与其他健康科学专业学生合作的舒适度。通过团队反思论文的内容分析，对学生关于他们在 IPE 和补充疗法方面的学习体会以及课程期间的变化的意见进行了定性评估。
定量结果显示出上限效应，除了健康专业人员合作能力感知量表外，所有组在所有指标上的变化或差异都很小，该量表表明，与对照组相比，接受 IPE-补充疗法课程的学生报告说在合作方面更加舒适。定性结果表明，学生：提高了他们对补充疗法的认识和了解，并受到启发想要学习更多知识，他们认识到合作和沟通的必要性，希望更以患者为中心，并将与 IPE 和补充疗法相关的概念融合在一起。
将 IPE 倡议与基本补充疗法教育相结合可以节省课程时间，并培养出更有能力提供团队合作、以患者为中心的医疗保健专业人员。
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