Center for Comprehensive Community Care Education, Nagasaki University Graduate School of Biomedical Sciences.
Department of Comprehensive Community Care Service, Nagasaki Junshin Catholic University.
Int J Med Educ. 2020 Nov 6;11:240-244. doi: 10.5116/ijme.5f89.83ae.
The purpose of this study is to investigate the relationship between medical student readiness for interprofessional learning and interest in community medicine prior to incorporating community-oriented interprofessional education into the curriculum.
A questionnaire was administered to students at Nagasaki University School of Medicine in Japan during each of three consecutive years (N=2244). The Readiness for Interprofessional Learning Scale (RIPLS) was administered in addition to a questionnaire to evaluate interest in community medicine. The Kruskal-Wallis and Steel-Dwass tests were used to determine differences between school years. Correlation between the RIPLS score and interest in community medicine was evaluated with Spearman's rank correlation coefficient. Relationships between RIPLS score and demographic parameters, and interest in community medicine were evaluated with multiple linear regression analysis.
Eighty-four percent (1891/2244) of students responded. The RIPLS score was highest in school year 1, followed by year 6, year 5, year 3, and years 4 and 2. Interest in community medicine correlated with the RIPLS score (r = 0.332, p < 0.001), but less in year 1 (r = 0.125, p = 0.002) than in other years. RIPLS score was significantly associated with gender, age, school year, interest in community medicine, but not the year that the survey was conducted.
Community-oriented interprofessional education has the potential to improve attitudes towards interprofessional learning. When introducing this promising education into the curriculum from year 1, attracting students' interest in community medicine should be considered.
本研究旨在探讨在将以社区为导向的跨专业教育纳入课程之前，医学生对跨专业学习的准备情况与对社区医学的兴趣之间的关系。
在日本长崎大学医学院，连续 3 年（N=2244）向学生发放问卷。除了评估对社区医学兴趣的问卷外，还使用了准备跨专业学习量表（RIPLS）。采用 Kruskal-Wallis 和 Steel-Dwass 检验来确定学年之间的差异。采用 Spearman 秩相关系数评估 RIPLS 评分与对社区医学的兴趣之间的相关性。采用多元线性回归分析评估 RIPLS 评分与人口统计学参数和对社区医学的兴趣之间的关系。
84%（1891/2244）的学生做出了回应。RIPLS 评分在第 1 学年最高，其次是第 6 学年、第 5 学年、第 3 学年和第 4 学年、第 2 学年。对社区医学的兴趣与 RIPLS 评分相关（r=0.332，p<0.001），但在第 1 学年（r=0.125，p=0.002）相关性较低。RIPLS 评分与性别、年龄、学年、对社区医学的兴趣显著相关，但与调查年份无关。
以社区为导向的跨专业教育有可能改善对跨专业学习的态度。在从第 1 年开始引入这种有前途的教育时，应该考虑吸引学生对社区医学的兴趣。
