School of Dentistry, International Medical University, Kuala Lumpur, Malaysia.
Missouri School of Dentistry and Oral Health, A.T. Still University, Kirksville, MO, USA.
Eur J Dent Educ. 2021 Aug;25(3):592-599. doi: 10.1111/eje.12636. Epub 2020 Dec 4.
Interprofessional learning (IPL) is the first stage towards the goal of interprofessional collaborative care. To enhance IPL experience, the School of Dentistry, International Medical University developed an IPL model based on the core competencies and the learning outcomes for dental and chiropractic students in their second and fourth year, respectively. The model was based on experiential learning and adult learning theories in addition to Miller's framework for clinical competencies.
The programme was developed as a student-centred, collaborative approach to achieve the learning outcomes for dental and chiropractic students. Second-year dental students (n = 46) and chiropractic students (n = 23) in their fourth year participated in the programme. The focus of the programme was to address the prevention of work-related musculoskeletal disorders (WMSDs) amongst dental students and to provide the chiropractic students with the opportunity to assess and identify risk factors for WMSDs in the dental setting. The readiness for interprofessional learning scale (RIPLS) questionnaire was completed prior to the interprofessional education programme and once again afterwards to determine dental and chiropractic students' awareness of roles and responsibilities of the other profession, and their attitudes to interprofessional education and teamwork.
Dental and chiropractic students showed similar levels of readiness for shared learning. The results of this study suggest that the IPL programme contributed to the development of the students' positive perceptions towards the positive professional identity and the roles of other healthcare professionals.
This study provides initial support for the integrated interprofessional learning experiences within the school. The results of the study will shape future curricula changes to further strengthen interprofessional education and subsequent interprofessional collaborative care.
跨专业学习（ IPL ）是实现跨专业协作护理目标的第一阶段。为了增强 IPL 体验，国际医科大学牙科学院根据牙科和脊医学生在第二和第四年的核心能力和学习成果，开发了一个 IPL 模型。该模型基于体验式学习和成人学习理论，以及 Miller 的临床能力框架。
该计划是作为一种以学生为中心的合作方法来实现牙科和脊医学生的学习成果。参与该计划的有 46 名二年级牙科学生和 23 名四年级脊医学生。该计划的重点是解决牙科学生工作相关肌肉骨骼疾病（ WMSD ）的预防问题，并为脊医学生提供在牙科环境中评估和识别 WMSD 风险因素的机会。在跨专业教育计划之前和之后，使用跨专业学习准备量表（ RIPLS ）问卷来确定牙科和脊医学生对其他专业的角色和责任的认识程度，以及他们对跨专业教育和团队合作的态度。
牙科和脊医学生表现出相似的共享学习准备水平。这项研究的结果表明， IPL 计划有助于学生对积极的专业身份和其他医疗保健专业人员的角色形成积极的看法。
本研究为学校内综合跨专业学习经验提供了初步支持。研究结果将为未来的课程改革提供参考，以进一步加强跨专业教育和后续的跨专业协作护理。
