Department of Physiotherapy, Faculty of Health Sciences, University of the Witwatersrand.
Head of Department, Department of Occupational therapy, Faculty of Health Sciences, University of the Witwatersrand.
Malawi Med J. 2021 Mar;33(1):48-53. doi: 10.4314/mmj.v33i1.7.
Students from different health disciplines should learn together during certain periods of their education to acquire skills necessary for solving the health problems. The Faculty of Health Sciences of University of the Witwatersrand created inter-professional education (IPE) activities for students to assess clinical IPE groups' perceptions of IPE experiences and to identify lessons learnt during IPE sessions.
This was a qualitative study with review of the students' post IPE feedback forms. The students were granted 'protected time' of three full days over a period of two months to participate in IPE activities.
Students felt that knowledge about health team members was gained and that IPE groups should have more than one person from each field with the same level of clinical exposure. The students indicated the need to have regular IPE activities and if possible to incorporate this into clinical practice for them to experience it in daily clinical practice.
Participating in the IPE activity made students gain appreciation and respect for other health professionals' roles and scope. When student groups are big, patient observations can be done as this does not compromise IPE learning outcomes. Group composition should be kept in mind to cater for the learning needs of all students. If it is not possible to meet the needs of all professions, smaller groups with professions applicable to case can be created.
不同健康学科的学生应该在其教育的某些阶段共同学习，以获得解决健康问题所需的技能。威特沃特斯兰德大学健康科学学院为学生创建了跨专业教育（IPE）活动，以评估临床 IPE 小组对 IPE 经验的看法，并确定在 IPE 会议期间学到的经验。
这是一项定性研究，对学生 IPE 反馈表进行了回顾。学生被给予为期两个月的三天“保护时间”，以参加 IPE 活动。
学生们认为，他们获得了有关健康团队成员的知识，并且 IPE 小组应该有来自每个领域的具有相同临床经验水平的不止一人。学生们表示需要定期开展 IPE 活动，如果可能的话，将其纳入临床实践，以便他们在日常临床实践中体验。
参加 IPE 活动使学生对其他卫生专业人员的角色和范围有了赞赏和尊重。当学生群体较大时，可以进行患者观察，因为这不影响 IPE 学习成果。应该牢记小组组成，以满足所有学生的学习需求。如果不可能满足所有专业的需求，则可以创建与案例相关的较小专业小组。
