Lamparyk Katherine, Williams Amy M, Robiner William N, Bruschwein Heather M, Ward Wendy L
Cleveland Clinic Children's Hospital, 9500 Euclid Avenue/R3, Cleveland, OH, 44195, USA.
Henry Ford Health System, Detroit, USA.
J Clin Psychol Med Settings. 2022 Mar;29(1):20-30. doi: 10.1007/s10880-021-09765-5. Epub 2021 Mar 10.
Healthcare reform has led to the consideration of interprofessional team-based, collaborative care as a way to provide comprehensive, high-quality care to patients and families. Interprofessional education is the mechanism by which the next generation health professional workforce is preparing for the future of health care-team-based, collaborative care. This literature review explored the extent and content of published studies documenting Interprofessional Education (IPE) activities with psychology trainees across learner level. A systematic review following PRISMA guidelines was conducted of studies describing IPE involving psychology learners. Electronic databases (MEDLINE, CINAHL, PsychINFO, and EMBASE) were searched for the following terms: inter/multi-professional education/practice, inter/multidisciplinary education/practice, and psychology/psychologists. Thirty-seven articles were identified that included psychology in clinical outcome studies or other reviews of interprofessional education initiatives. The review addresses the nature of current IPE learning activities, the impact of IPE activities on participating trainees, opportunities for, and challenges of, involving psychology trainees in IPE, and future directions for research. This review illuminates the relative paucity of the literature about IPE in psychology training. Given the trend toward increasing team-based collaborative care, the limited inclusion of psychology in the IPE literature is concerning. The next generation of health professional trainees is learning about, from, and with each other with the objective of building collaboration and teamwork. Given the few articles documenting psychology trainees' involvement in IPE, future health professionals quite possibly will have limited understanding of, and contact with, psychologists. Our findings are a call to action for greater psychology involvement in IPE.
医疗改革促使人们考虑将跨专业团队协作护理作为一种为患者及其家庭提供全面、高质量护理的方式。跨专业教育是下一代卫生专业人员为基于团队的协作式医疗未来做准备的机制。这篇文献综述探讨了已发表研究的范围和内容，这些研究记录了不同学习水平的心理学实习生参与的跨专业教育（IPE）活动。按照PRISMA指南对描述涉及心理学学习者的IPE的研究进行了系统综述。在电子数据库（MEDLINE、CINAHL、PsychINFO和EMBASE）中搜索了以下术语：跨/多专业教育/实践、跨/多学科教育/实践以及心理学/心理学家。共识别出37篇文章，这些文章将心理学纳入了临床结果研究或其他跨专业教育倡议的综述中。该综述探讨了当前IPE学习活动的性质、IPE活动对参与实习生的影响、让心理学实习生参与IPE的机会和挑战以及未来的研究方向。这篇综述揭示了心理学培训中关于IPE的文献相对较少。鉴于基于团队的协作护理日益增加的趋势，IPE文献中对心理学的有限纳入令人担忧。下一代卫生专业实习生正在相互学习、相互借鉴，目的是建立协作和团队合作。鉴于记录心理学实习生参与IPE的文章很少，未来的卫生专业人员很可能对心理学家的了解有限且接触较少。我们的研究结果呼吁采取行动，让心理学更多地参与到IPE中。
