在线干预对医学生、牙科学生和卫生科学学生关于跨专业教育影响的研究；一项准实验研究。
The impact of an online intervention on the medical, dental and health sciences students about interprofessional education; a quasi-experimental study.
机构信息
College of Medicine, University of Sharjah, Sharjah, United Arab Emirates.
College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates.
出版信息
BMC Med Educ. 2021 Aug 30;21(1):457. doi: 10.1186/s12909-021-02900-8.
BACKGROUND
Interprofessional education (IPE) encompasses integration, communication, mutual trust and shared decision-making with a common goal of improved patient care and safety. Despite its crucial role, IPE has not gained its anticipated popularity. This study aims to determine the impact of an online educational intervention about IPE on medical, dental and health sciences students in the University of Sharjah (UoS).
METHODS
This quasi-experimental research was conducted in three phases; a pre-intervention phase where the Readiness for Interprofessional Learning Scale (RIPLS) inventory was administered online to the medical, dental and health sciences students of UoS; an intervention phase where an online workshop was organized via Microsoft Teams®; and a post-intervention phase where RIPLS was used to gather the students' attitudes towards IPE. The independent t test was used to compare the responses between genders and junior and senior students. A paired sample t test was used to determine the impact of the intervention on the students' understandings and attitudes about IPE.
RESULTS
Out of 800 invited students, 530 students responded to the pre-intervention RIPLS survey. A comparison of the pre-post intervention for the RIPLS subscales of teamwork and collaboration, professional identification, and professional roles showed a significant improvement of students' attitudes with p-values 0.03, 0.00 and 0.00, respectively. All workshop moderators scored a median of 4 or 5 to the essential elements of IPE during intervention except for a median of 3 for group dynamics.
CONCLUSION
The present data, derived from the application of a brief online educational intervention, underpins the readiness and positive attitudes of undergraduate medical students towards IPE. The positive impact of online intervention necessitates the development of a structured and unified IPE curriculum to enhance the receptiveness and application of IPE in the medical field.
背景
跨专业教育（IPE）包括整合、沟通、相互信任和共同决策，共同目标是改善患者护理和安全。尽管 IPE 具有至关重要的作用，但它并没有像预期的那样普及。本研究旨在确定在沙迦大学（UoS）的医学生、牙科学和健康科学学生中开展在线教育干预对 IPE 的影响。
方法
这项准实验研究分三个阶段进行；在干预前阶段，通过在线向 UoS 的医学生、牙科学和健康科学学生发放跨专业学习准备量表（RIPLS）清单；在干预阶段，通过 Microsoft Teams®组织在线研讨会；在干预后阶段，使用 RIPLS 收集学生对 IPE 的态度。使用独立样本 t 检验比较性别和低年级与高年级学生之间的反应。使用配对样本 t 检验确定干预对学生对 IPE 的理解和态度的影响。
结果
在邀请的 800 名学生中，有 530 名学生对 RIPLS 预干预调查做出了回应。RIPLS 团队合作和协作、专业认同和专业角色子量表的干预前后比较显示，学生的态度有显著改善，p 值分别为 0.03、0.00 和 0.00。除了小组动态的中位数为 3 外，所有的研讨会主持人都对 IPE 的基本要素的评分中位数为 4 或 5。
结论
本研究数据来源于应用简短的在线教育干预，为医学生对 IPE 的准备和积极态度提供了依据。在线干预的积极影响需要制定结构化和统一的 IPE 课程，以增强 IPE 在医学领域的接受度和应用。
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