Virginia Commonwealth University, School of Dentistry, Department of Periodontics, Wood Building, Room 300B, Richmond, VA 23298, USA.
University of New England, Interim Provost, 716 Stevens Avenue, Portland, ME 04103, USA.
Nurse Educ Today. 2021 Dec;107:105142. doi: 10.1016/j.nedt.2021.105142. Epub 2021 Sep 11.
Multi-institutional qualitative studies are scarce within the interprofessional education (IPE) literature; such a report would provide comprehensive evidence for the application of interprofessional instruction among earlier learners.
This investigation explored students' expectations of and barriers to introductory IPE across four institutions.
Qualitative inductive content analysis was utilized to interpret students' narrative responses to assigned pre- and post-survey questions.
Health science schools of four U.S. institutions at Institution A, Institution B, Institution C, and Institution D.
Twenty-two percent (n = 385) of eligible participants completed both pre- and post-surveys. Nursing student participation was greatest (n = 113, 33%), followed by occupational therapy (n = 44, 13%), and physical therapy (n = 36, 10%). All other program participation was <10%. In total, students' narrative comments from 19 degree programs were a part of the data set.
Responses from one pre-survey question on expectations of introductory IPE and two post-survey questions on IPE benefits and barriers were studied using qualitative inductive thematic analysis.
Four themes emerged as IPE learning expectations and benefits: my own professional role, professional role of others, teamwork, and communication. The theme of interacting with peers surfaced as an additional IPE benefit. There were four themes noted as IPE barriers: course logistics, lack of context, course content, and social dynamics.
This multi-institutional qualitative study adds to the literature by providing empirical evidence regarding early learner perceptions of IPE experiences. Student expectations and benefits of their introductory IPE course/curriculum aligned. Perceived barriers are useful in informing future IPE implementation and research.
在跨专业教育（IPE）文献中，多机构定性研究较为匮乏；此类报告将为早期学习者的跨专业教学提供全面的证据。
本研究旨在探究四个机构的学生对IPE 入门课程的期望和障碍。
采用定性归纳内容分析法来解释学生对预先和事后调查问题的叙述性回答。
美国四所机构（机构 A、机构 B、机构 C 和机构 D）的健康科学学校。
符合条件的参与者中，有 22%（n=385）完成了预调查和后调查。护理专业学生的参与度最高（n=113，33%），其次是作业治疗（n=44，13%）和物理治疗（n=36，10%）。其他专业的参与度均<10%。共有 19 个学位课程的学生叙事评论被纳入数据集。
对一个关于对IPE 入门课程的期望的预调查问题和两个关于 IPE 益处和障碍的后调查问题的回答进行定性归纳主题分析。
出现了四个主题作为 IPE 学习的期望和益处：我自己的专业角色、他人的专业角色、团队合作和沟通。与同龄人互动这一主题也成为了 IPE 的另一个益处。作为 IPE 障碍的主题有四个：课程物流、缺乏背景、课程内容和社会动态。
这项多机构定性研究通过提供有关早期学习者对 IPE 体验的看法的实证证据，为文献增添了内容。学生对其 IPE 入门课程/课程的期望和益处一致。感知到的障碍有助于为未来的 IPE 实施和研究提供信息。
