Department of Education for Community-Oriented Medicine, Nagoya University Graduate School of Medicine, Nagoya, Japan.
Faculty and Graduate School of Pharmacy, Meijo University, Nagoya, Japan.
Int J Med Educ. 2021 Oct 28;12:195-204. doi: 10.5116/ijme.6165.59e0.
To explore what the student participants learned and how they felt about the use of three educational settings, namely, face-to-face workshop setting, asynchronous and synchronous online learning environments and interactions with outpatients in a real-world clinical setting in a hybrid interprofessional education course.
This qualitative study used semi-structured in-depth interviews with healthcare undergraduate student participants in a course comprising workshops in three educational settings. A total of 15 healthcare undergraduate students, which included four medical, three pharmacy, five nursing and three nutrition students, completed this IPE course. All students agreed to participate in the study. We conducted four focus groups selected using convenient sampling. Focus group transcripts were analysed using the 'Steps for Coding and Theorization' qualitative data analysis method. We investigated the students' perception through the experience of three educational settings in the hybrid interprofessional education course.
The students recognised that this course had three types of educational spaces, namely, real, semi-real and unreal. Then, the positive changes in the awareness of students are trained in recognition of the patient perspective, the recognition of the roles discharged by the other professions and the recognition of the functions of their own profession after experiencing the educational spaces designated for this course.
The repeated experience of participants to real, semi-real and unreal educational spaces promoted changes over time in the students' awareness of interprofessional competencies with respect to patient-centred care and ameliorated their readiness to undertake interprofessional tasks.
探索学生参与者在混合式跨专业教育课程中使用三种教育环境（面对面工作坊环境、异步和同步在线学习环境以及与现实世界临床环境中的门诊患者互动）的学习内容和感受。
本定性研究使用半结构化深度访谈，对参加包含三种教育环境的课程的医学生参与者进行了访谈。共有 15 名医学生本科学生参加了这门 IPE 课程，其中包括 4 名医学生、3 名药学学生、5 名护理学生和 3 名营养学生。所有学生都同意参加研究。我们使用便利抽样选择了四个焦点小组进行了访谈。使用“编码和理论化步骤”定性数据分析方法分析焦点小组的转录本。我们通过混合式跨专业教育课程中的三种教育环境体验来研究学生的感知。
学生们认识到该课程有三种教育空间，即真实、半真实和不真实。然后，学生们在体验了为该课程指定的教育空间后，在从患者角度识别、识别其他专业的角色以及识别自己专业的功能方面的意识发生了积极的变化。
参与者反复体验真实、半真实和不真实的教育空间，随着时间的推移，促进了学生对以患者为中心的护理的跨专业能力意识的变化，并提高了他们承担跨专业任务的准备程度。
