Levine Corri B, Ansar Maria, Dimet Andrea, Miller Austin, Moon Joon, Rice Christopher, Schaeffer August, Andersson Jourdan, Ekpo-Out Shaunte, McGrath Erica, Sarraj Huda
Institute for Translational Sciences, University of Texas Medical Branch.
School of Medicine, University of Texas Medical Branch.
J Res Interprof Pract Educ. 2019;9(1). doi: 10.22230/jripe.2019v9n1a274.
Interprofessional education (IPE) has fostered increased collaboration and appreciation for different disciplines among health professionals but has yet to be established in a translational research setting. Interprofessional experiences (IPEx) implemented early in student training could increase translational research productivity.
Ten students involved in an IPE curriculum wrote autoethnographic accounts that were coded and emergent themes were grouped through constant comparative analysis. IPE led to improvements in communication, trust, appreciation, and an increased desire to seek IPE in future careers. Challenges included administrative barriers and interpersonal conflicts.
Participants found IPE beneficial to their careers and developed a respect for each other's discipline. To implement IPE, institutions should consider possible administrative challenges and inclusion of conflict management training.
跨专业教育（IPE）促进了卫生专业人员之间加强合作并增进对不同学科的理解，但在转化研究环境中尚未得到确立。在学生培训早期实施跨专业体验（IPEx）可能会提高转化研究的生产力。
参与IPE课程的10名学生撰写了自我民族志描述，并进行编码，通过持续比较分析对浮现的主题进行分组。IPE带来了沟通、信任、理解方面的改善，以及未来职业中寻求IPE的意愿增强。挑战包括行政障碍和人际冲突。
参与者发现IPE对其职业有益，并培养了对彼此学科的尊重。为实施IPE，机构应考虑可能的行政挑战并纳入冲突管理培训。
