基于社区环境的跨专业教育：跨专业学习与合作的契机。
Interprofessional education in a community-based setting: An opportunity for interprofessional learning and collaboration.
作者信息
Keshmiri Fatemeh, Barghi Tohid Seif
机构信息
Department of Medical Education, Educational Developmental Center, Shahid Sadoughi University of Medical Sciences, Yazd, Iran.
Medical Education Department, School of Public Health, Shahid Sadoughi University of Medical Sciences, Yazd, Iran.
出版信息
J Educ Health Promot. 2021 Aug 31;10:298. doi: 10.4103/jehp.jehp_1015_20. eCollection 2021.
BACKGROUND
An interprofessional community-based education provides proper situations that learners can be prepared to play their professional responsibilities and team duties in the community. This study aims to assess the effect of interprofessional community-based education on attitudes and performances of learners toward interprofessional collaboration and their readiness for interprofessional learning.
MATERIALS AND METHODS
The study is a quasi-experimental design. The learners in six different disciplines, including medicine, pharmacy, nursing, midwifery, public health, and nutrition (n=122) at Shahid Sadoughi University of Medical Sciences were participated in the present study. in the present study, interprofessional education intervention was conducted in two steps. First, the interprofessional learning situation brought learners the familiarity with the concepts of interprofessional collaboration, teamwork, and educational medical content, such as backache, fatty liver, diabetes, and HIV. Second, learners from different disciplines participated in interprofessional teams in community settings. These learners taught people about health-related topics, such as backache, fatty liver, and HIV. Participants filled out the questionnaires before and after interventions. Data were analyzed by Student's -test and one-way ANOVA in SPSS 16.0 software (SPSS, Inc., Chicago, IL, USA).
RESULTS
The present results showed that the scores of learners in readiness for interprofessional learning 3.82 (0.35) versus 4.60 (0.29) ( = 0.001) ( = 0.0001), attitudes to interprofessional teamwork 3.83 (0.40) versus 4.18 (0.30) ( = 0.0001) ( = 0.0001), interprofessional collaboration 7.46 (0.70) versus 8.35 (0.43) ( = 0.001) improved significantly before and after the educational interventions.
CONCLUSION
The present results showed that interprofessional community-based education has improved the readiness of the learners for interprofessional learning. Besides, attitude toward teamwork and interprofessional collaboration performance have also been improved from participants' viewpoints.
背景
基于社区的跨专业教育提供了适当的情境，使学习者能够为在社区中履行其专业职责和团队义务做好准备。本研究旨在评估基于社区的跨专业教育对学习者在跨专业协作方面的态度和表现及其跨专业学习准备情况的影响。
材料与方法
本研究为准实验设计。设拉子沙希德萨杜基医科大学六个不同学科的学习者，包括医学、药学、护理、助产、公共卫生和营养学专业（n = 122）参与了本研究。在本研究中，跨专业教育干预分两个阶段进行。首先，跨专业学习情境使学习者熟悉跨专业协作、团队合作以及教育医学内容，如背痛、脂肪肝、糖尿病和艾滋病毒。其次，来自不同学科的学习者在社区环境中参与跨专业团队。这些学习者向人们传授与健康相关的主题，如背痛、脂肪肝和艾滋病毒。参与者在干预前后填写问卷。数据在SPSS 16.0软件（SPSS公司，美国伊利诺伊州芝加哥）中采用学生t检验和单因素方差分析进行分析。
结果
目前的结果表明，教育干预前后，学习者在跨专业学习准备方面的得分从3.82（0.35）提高到4.60（0.29）（t = 0.001）（p = 0.0001），对跨专业团队合作的态度从3.83（0.40）提高到4.18（0.30）（t = 0.0001）（p = 0.0001），跨专业协作从7.46（0.70）提高到8.35（0.43）（t = 0.001），均有显著改善。
结论
目前的结果表明，基于社区的跨专业教育提高了学习者的跨专业学习准备情况。此外，从参与者的角度来看，对团队合作的态度和跨专业协作表现也有所改善。
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