Olsson Caroline, Lachmann Hanna, Kalén Susanne, Ponzer Sari, Mellstrand Navarro Cecilia
Department of Clinical Science and Education, Södersjukhuset, Karolinska Institutet, Forskningscentrum, Sjukhusbacken 10, Södersjukhuset, SE-118 46, Stockholm, Sweden.
Department of Health Sciences, The Swedish Red Cross University College, Huddinge, Sweden.
BMC Med Educ. 2020 Oct 31;20(1):398. doi: 10.1186/s12909-020-02327-7.
Interprofessional Education (IPE) is now included in curricula in universities worldwide. It is known that there are differences in attitudes towards IPE among students, but less is known regarding how students' personalities and learnings styles correspond with those attitudes. The aim of this study was to investigate whether personality traits and learning styles have any impact on medical students' attitudes towards IPE.
Seventy nine medical students in their 9th term (63% females, mean age 29 years) were questioned regarding their attitudes towards IPE according to the Interdisciplinary Education Perception Scale questionnaire, the Kolb's learning style and Big Five Inventory questionnaires. For all three instruments we used the Swedish translated versions.
When investigated with a logistic regression, adjusting for age and gender, there were no significant associations between Big Five inventory, Kolb's learning style and IEPS, except for the Reflective-Pragmatic learning style that was moderately associated with a higher IEPS score.
There was no clear correlation between personality, learning style and attitude towards IPE as measured by the IEPS among medical students in our study population. Further investigations would benefit from a combination of qualitative and quantitative design.
跨专业教育（IPE）现已纳入全球各大学的课程体系。众所周知，学生对IPE的态度存在差异，但对于学生的个性和学习风格如何与这些态度相对应，了解较少。本研究的目的是调查个性特质和学习风格是否对医学生对IPE的态度有任何影响。
根据跨学科教育认知量表问卷、科尔布学习风格问卷和大五人格问卷，对79名第九学期的医学生（63%为女性，平均年龄29岁）进行了关于他们对IPE态度的询问。对于所有这三种工具，我们使用了瑞典语翻译版本。
在进行逻辑回归分析并调整年龄和性别后，除了反思-实用型学习风格与较高的IEPS得分中度相关外，大五人格量表、科尔布学习风格与IEPS之间没有显著关联。
在我们的研究人群中，医学生的个性、学习风格与通过IEPS衡量的对IPE的态度之间没有明显的相关性。进一步的研究将受益于定性和定量设计的结合。
