Department of Medical Education, Pusan National University College of Medicine, Busan, Korea.
Department of Medical Education, Gachon University College of Medicine, Incheon, Korea.
Korean J Med Educ. 2020 Mar;32(1):23-33. doi: 10.3946/kjme.2020.150. Epub 2020 Mar 1.
This study will compare differences in perception of interprofessional education (IPE) in the faculty of medicine, nursing, and pharmacy. It will also analyze differences in the level of importance of IPE competences and the present competence levels of their students perceived by the faculty.
The study included 115 participants from the faculty of medicine, 31 from nursing, and 23 from pharmacy. The surveys contained 21 questions on their perceptions of IPE, and perception on the nine competences of IPE. The results were analyzed using analysis of variance and χ2 analysis, and the Borich coefficient was calculated to identify the educational order of priority from the competence levels of their student of IPE.
Participants of 14.8% responded that they were aware of IPE, 95.8% responded that they did not have experience in IPE, and 95.8% responded that IPE was necessary. Among the subfactors of perception of IPE, the faculty of medicine had significantly lower perceptions of the importance, effectiveness, and support of IPE (p<0.001). The present competence levels of their students were significantly lower (p<0.001) than the level of importance of IPE competences perceived by the faculty, and its perception was at its lowest in the faculty of medicine. The needs assessment of the IPE program was in the order of communication skills (10.210), conflict-solving skills (10.114), problem-solving skills (9.319), empathy skills (9.110), and collaborative leadership (8.624) among the nine competences.
This study will contribute to providing basic data needed to develop faculty development programs on IPE and IPE programs for their students.
本研究将比较医学、护理和药学专业教师对医学生职业素养教育（IPE）的感知差异。同时，分析IPE 能力的重要性水平以及教师对其学生IPE 现有能力水平的感知差异。
研究对象包括医学专业的 115 名、护理专业的 31 名和药学专业的 23 名教师。调查问卷包括 21 个关于他们对 IPE 的看法以及对 IPE 的九项能力的看法的问题。采用方差分析和卡方检验进行数据分析，并计算 Borich 系数，以确定从学生的 IPE 能力水平来看，教育的优先顺序。
14.8%的参与者表示他们了解 IPE，95.8%的人表示他们没有 IPE 经验，95.8%的人表示 IPE 是必要的。在 IPE 感知的子因素中，医学专业教师对 IPE 的重要性、有效性和支持的感知明显较低（p＜0.001）。他们学生的现有能力水平明显较低（p＜0.001），低于教师对 IPE 能力的重要性感知，而在医学专业中，这种感知最低。IPE 课程的需求评估按照沟通技巧（10.210）、解决冲突的技巧（10.114）、解决问题的技巧（9.319）、同理心技巧（9.110）和协作领导力（8.624）的顺序进行。
本研究将为制定 IPE 教师发展计划和学生 IPE 课程提供必要的基础数据。
