Faculty of Pharmacy and Pharmaceutical Sciences, Monash University , Parkville, Australia.
Jeffrey Cheah School of Medicine and Health Sciences, Monash University Malaysia , Sunway, Malaysia.
Med Educ Online. 2020 Dec;25(1):1780697. doi: 10.1080/10872981.2020.1780697.
To promote better collaboration for patient care, interprofessional education (IPE) is required in many health professions courses. However, successful IPE implementation at scale can be challenging because of complicated logistics and competing priorities. Implementing across multiple geographies adds further complexity.
This paper describes the implementation of a full cohort IPE activity for medical and pharmacy students delivered at both the Australian and Malaysian campuses of Monash University.
We designed a 150-minute, blended learning activity centred around asthma care for second-year medical and pharmacy students. Student perceptions were measured with a pre- and post-activity survey using the validated ten-item, three-factor, SPICE-R2 instrument. Analysis focused on differences between professions and countries.
All second-year medicine (N = 301 in Australia and N = 107 in Malaysia) and pharmacy students (N = 168 in Australia and N = 117 in Malaysia) participated in the learning activity. A total of 326/693 (47%) students participated in the associated research by completing both the pre- and post-activity surveys. The pre-activity survey showed significant differences in four items between medicine and pharmacy students in Australia and two items in Malaysia. Post-activity, we observed significant changes in 8/10 items when the two professions were combined. Specifically, we noted changes across the countries in perceptions of roles and responsibilities for collaborative practice and patient outcomes from collaborative practice.
IPE across different professions and countries is feasible. Positive outcomes in role understanding and perceived patient outcomes are achievable through a context-sensitive, locally driven approach to implementation. Longitudinal experiences may be required to influence perceptions of teamwork and team-based care.
为了促进患者护理的更好协作，许多医疗保健专业课程都需要进行跨专业教育（IPE）。然而，由于复杂的后勤工作和相互竞争的优先级，要大规模成功实施 IPE 可能具有挑战性。在多个地理位置实施则会增加更多的复杂性。
本文描述了蒙纳士大学澳大利亚和马来西亚校区为医学和药学专业学生实施的全队列 IPE 活动，该活动针对的是第二年的医学生和药学学生。
我们设计了一个 150 分钟的混合学习活动，以哮喘护理为中心，面向第二年的医学和药学学生。学生的感知通过使用经过验证的十项、三因素、SPICE-R2 工具的预活动和后活动调查进行衡量。分析重点是专业和国家之间的差异。
所有第二年的医学专业（澳大利亚有 301 人，马来西亚有 107 人）和药学专业（澳大利亚有 168 人，马来西亚有 117 人）学生都参加了学习活动。共有 326/693（47%）名学生参加了相关研究，他们填写了预活动和后活动调查。预活动调查显示，澳大利亚医学和药学专业学生的四个项目以及马来西亚的两个项目之间存在显著差异。在活动后，当两个专业合并时，我们观察到 10 个项目中的 8 个发生了显著变化。具体而言，我们注意到，在对协作实践的角色和责任以及协作实践的患者结果的看法方面，两国之间存在变化。
跨不同专业和国家实施 IPE 是可行的。通过对实施情况进行敏感的、以当地为导向的方法，可以实现对角色理解和感知患者结果的积极结果。可能需要进行纵向体验来影响对团队合作和以团队为基础的护理的看法。
