Mr. Ng: Second Year Medical Student, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.Mr. Ong: Third Year Medical Student, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.Mr. Koh: Third Year Pharmacy Student, Faculty of Science, National University of Singapore, Singapore.Ms. Ang: Second Year Nursing Student, Alice Tan Centre of Nursing Studies, National University of Singapore, Singapore.Ms. Tan: Fifth Year Medical Student, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.Mr. Tay: Fifth Year Medical Student, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.Ms. Chin: Senior Librarian, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.Dr. Toh: Family Medicine Resident, National University Health System, Singapore. Dr. Zhou: Consultant, Division of Supportive and Palliative Care, National Cancer Centre Singapore, and Education Faculty, Lien Centre for Palliative Care, Singapore. Dr. Krishna: Senior Consultant, Division of Supportive and Palliative Care, National Cancer Centre Singapore; Course Director, (phase 2) Duke NUS Medical School and Course Director, (phase 4 and 5) the Centre for Biomedical Ethics, National University of Singapore, Singapore.
J Contin Educ Health Prof. 2020 Winter;40(1):27-35. doi: 10.1097/CEH.0000000000000278.
Interprofessional communication (IPC) enhances patient experiences and outcomes and improves well-being and satisfaction among health care professionals. This scoping review seeks to guide design of IPC training in internal medicine.
The framework of Arksey and O'Malley (2005) guided this systematic scoping review in internal medicine across PubMed, Embase, CINAHL, Scopus, PsycINFO, ERIC, JSTOR, and Google Scholar databases for publications from the years 2000 to 2018.
Twenty-two thousand eight hundred seventy-four abstracts were retrieved, 326 full-text articles were reviewed, and 32 articles were included. The themes identified using directed content analysis were indications for an IPC program, training stages, and obstacles. The rationale for IPC programs was to improve interprofessional teamwork and enhance patient care. IPC training occurs in five stages beginning with instilling the role, value, and skills behind IPC and gradually practicing these skills within the clinical setting. The challenges to IPC highlight the need to confront workplace hierarchies and the lack of resources.
The findings of this systematic scoping review also serve to underscore the importance of understanding, evaluating, and influencing the clinical environment and the work environment and the need for new assessment tools that will guide the individualized, longitudinal, competency-based learning process that underpins IPC training.
跨专业交流（IPC）能提升患者体验和结果，并提高医疗保健专业人员的幸福感和满意度。本范围综述旨在为内科的 IPC 培训设计提供指导。
本综述采用 Arksey 和 O'Malley（2005 年）的框架，对 2000 年至 2018 年期间 PubMed、Embase、CINAHL、Scopus、PsycINFO、ERIC、JSTOR 和 Google Scholar 数据库中的内科相关出版物进行了系统的范围综述。
共检索到 2874 篇摘要，326 篇全文进行了回顾，最终纳入 32 篇文章。使用有针对性的内容分析确定的主题包括 IPC 计划的指征、培训阶段和障碍。IPC 计划的基本原理是改善跨专业团队合作，加强患者护理。IPC 培训分五个阶段进行，首先是灌输 IPC 的角色、价值和技能，并逐渐在临床环境中实践这些技能。IPC 面临的挑战突显了需要解决工作场所的等级制度和资源匮乏的问题。
本系统范围综述的结果也强调了理解、评估和影响临床环境和工作环境的重要性，以及需要新的评估工具来指导 IPC 培训所基于的个性化、纵向、基于能力的学习过程。
