Nadarajah Shamara, Azim Arden, Yılmaz Derya Uzelli, Sibbald Matthew
Centre for Simulation-Based Learning, Faculty of Health Sciences, McMaster University, 1280 Main St W, Hamilton, ON, L8S 4K1, Canada.
Department of Medicine, Faculty of Health Sciences, McMaster University, Hamilton, Canada.
BMC Med Educ. 2021 Mar 22;21(1):177. doi: 10.1186/s12909-021-02564-4.
Use of healthcare terminology is a potential barrier to interprofessional education (IPE). This study describes how junior learners perceive and classify healthcare terminology in IPE settings.
We conducted a mixed methods study involving 29 medical, 14 nursing, and 2 physician assistant students who had previously attended or were registered to participate in educational activities at McMaster University's Centre for Simulation-Based Learning. 23 participants identified "inclusive" or "exclusive" terminology in a series of scenarios used for IPE workshops using an online survey. We collated lists of "inclusive" and "exclusive" terminology from survey responses, and characterized the frequencies of included words. 22 students participated in focus group discussions on attitudes and perceptions around healthcare terminology after attending IPE workshops. We identified themes through an iterative direct content analysis of verbatim transcripts.
Students analyzed 14 cases, identifying on average 21 terms per case as healthcare terminology (28% of overall word count). Of the 290 terms identified, 113 terms were classified as healthcare terminology, 46 as inclusive and 17 as exclusive by > 50% of participants. Analysis of focus group transcripts revealed 4 themes: abbreviations were commonly perceived as complex terminology, lack of familiarity with terminology was often attributed to inexperience, simulation was considered a safe space for learning terminology, and learning terminology was a valued IPE objective.
While students perceive a lot of healthcare terminology in IPE learning materials, categorization of terminology as "inclusive" or "exclusive" is inconsistent. Moreover, healthcare terminology is perceived as a desirable difficulty among junior learners, and should not be avoided in IPE.
医疗保健术语的使用是跨专业教育（IPE）的一个潜在障碍。本研究描述了初级学习者在IPE环境中如何理解和分类医疗保健术语。
我们开展了一项混合方法研究，涉及29名医学专业学生、14名护理专业学生和2名医师助理专业学生，他们之前曾参加或注册参加麦克马斯特大学基于模拟学习中心的教育活动。23名参与者通过在线调查在一系列用于IPE工作坊的场景中识别“包容性”或“排他性”术语。我们从调查回复中整理出“包容性”和“排他性”术语列表，并对所含词汇的频率进行了描述。22名学生在参加IPE工作坊后参加了关于医疗保健术语态度和认知的焦点小组讨论。我们通过对逐字记录的反复直接内容分析确定了主题。
学生们分析了14个案例，每个案例平均识别出21个术语作为医疗保健术语（占总字数的28%）。在识别出的290个术语中，113个术语被归类为医疗保健术语，其中46个被超过50%的参与者归类为包容性术语，17个被归类为排他性术语。对焦点小组记录的分析揭示了4个主题：缩写词通常被视为复杂术语，对术语不熟悉往往归因于缺乏经验，模拟被认为是学习术语的安全空间，学习术语是一个有价值的IPE目标。
虽然学生在IPE学习材料中感知到大量医疗保健术语，但术语分类为“包容性”或“排他性”并不一致。此外，医疗保健术语在初级学习者中被视为一种有益的困难，在IPE中不应避免。
