Khalili Hossein, Orchard Carole
UW Center for Interprofessional Practice and Education (UW CIPE), University of Wisconsin-Madison, Madison, WI, USA.
School of Health Sciences, Faculty of Health Sciences, University of Western Ontario, London, ON, Canada.
J Interprof Care. 2020 Feb 4:1-11. doi: 10.1080/13561820.2019.1709427.
The purpose of this study was to assess the effect of an interprofessional socialization (IPS) based interprofessional education (IPE) program intervention on health professions students' IPS process and dual identity development. Despite the growing acknowledgment of IPS in recent literature, there is a paucity of research investigating socialization processes learners move through in order to develop dual identity - professional and interprofessional. A concurrent embedded mixed-method design was used. One hundred and eight pre-licensure students from seven different health professions completed the IPS program intervention. Latent Growth Curve (LGC) modeling and thematic content analysis were used to analyze the quantitative and qualitative data, respectively. A significant and consistent growth rate in dual identity was found among the participants. The thematic analysis resulted in four emerging themes (uniprofessional education as a barrier, IPS program as an eye-opener, learning to collaborate, and collective unified team). The integrated findings provide support for the use of the interprofessional socialization framework.
本研究的目的是评估基于跨专业社会化（IPS）的跨专业教育（IPE）项目干预对健康专业学生的IPS过程和双重身份发展的影响。尽管近期文献中对IPS的认识日益增加，但对于学习者为发展专业和跨专业双重身份而经历的社会化过程的研究却很少。本研究采用了并发嵌入式混合方法设计。来自七个不同健康专业的108名预执照学生完成了IPS项目干预。分别使用潜在增长曲线（LGC）建模和主题内容分析来分析定量和定性数据。参与者中发现了双重身份的显著且一致的增长率。主题分析产生了四个新出现的主题（单一专业教育作为障碍、IPS项目令人大开眼界、学习协作以及集体统一团队）。综合研究结果为跨专业社会化框架的使用提供了支持。
