Jha Nisha, Palaian Subish, Shankar Pathiyil Ravi, Poudyal Sijan
Department of Pharmacology, KIST Medical College, Lalitpur, Bagmati, Nepal.
Department of Clinical Sciences, College of Pharmacy and Health Sciences, Ajman University, Ajman, United Arab Emirates.
Adv Med Educ Pract. 2022 May 12;13:495-505. doi: 10.2147/AMEP.S354210. eCollection 2022.
Health professional education curricula in Nepal do not include interprofessional education (IPE). Though a previous study conducted in Nepal identified positive attitudes among medical and nursing students, so far there are no studies assessing the health professional students' readiness toward IPE. The aim of the study was to assess the readiness for IPE among medical and dental students.
The present cross-sectional study explored the readiness of conveniently selected first-year medical and dental students towards IPE and compared readiness among subgroups of respondents. The readiness was assessed through an online survey using the standard Readiness for Interprofessional Learning Scale (RIPLS) during June 2021. The nineteen questions in RIPLS were categorized under four domains: teamwork and collaboration (items 1-9), negative professional identity (items 10-12), positive professional identity (items 13-16), and roles and responsibilities (items 17-19). The individual statements were scored and assessed as per the study objectives. The scores were not normally distributed, so non-parametric tests (Mann-Whitney -test and Kruskal Wallis test) were used.
A total of 83 students (69 medical and 14 dental) students responded. The median total score was 75, IQR 6 with the maximum score being 95. The median (IQR) scores for the domains teamwork and collaboration were 38 (IQR 3), negative professional identity 11 (IQR 2), positive professional identity 16 (IQR 3), roles and responsibilities 10 (3). The scores were different between students aged 20 years and below = 37, and above 20 years = 38; (p =< 0.001) in the negative professional identity domain and the total score (p = 0.001). The scores were also different among those with and without previous learning exposure with other discipline students in the same class (p = 0.046). A high median score of 5 was achieved for 8 out of 19 statements in the questionnaire.
The findings showed a high level of readiness for IPE among student respondents. Study findings can be considered as a positive factor for implementing IPE sessions.
尼泊尔的卫生专业教育课程不包括跨专业教育（IPE）。尽管之前在尼泊尔进行的一项研究发现医学和护理专业学生持积极态度，但到目前为止，尚无研究评估卫生专业学生对跨专业教育的准备情况。本研究的目的是评估医学和牙科专业学生对跨专业教育的准备情况。
本横断面研究探讨了方便选取的一年级医学和牙科专业学生对跨专业教育的准备情况，并比较了不同受访者亚组之间的准备情况。2021年6月，通过在线调查使用标准的跨专业学习准备量表（RIPLS）对准备情况进行评估。RIPLS中的19个问题分为四个领域：团队合作与协作（第1 - 9项）、负面职业认同（第10 - 12项）、正面职业认同（第13 - 16项）以及角色与职责（第17 - 19项）。根据研究目标对各个陈述进行评分和评估。由于分数呈非正态分布，因此使用非参数检验（曼 - 惠特尼检验和克鲁斯卡尔 - 沃利斯检验）。
共有83名学生（69名医学专业和14名牙科专业）做出回应。总得分中位数为75，四分位距为6，最高分为95。团队合作与协作领域的得分中位数（四分位距）为38（四分位距3），负面职业认同为11（四分位距2），正面职业认同为16（四分位距3），角色与职责为10（3）。20岁及以下学生的得分与20岁以上学生在负面职业认同领域（得分分别为37和38；p <= 0.001）以及总得分（p = 0.001）方面存在差异。在是否有与同班其他学科学生之前学习接触的学生之间得分也存在差异（p = 0.046）。问卷中19项陈述中有8项的得分中位数高达5。
研究结果表明学生受访者对跨专业教育的准备程度较高。研究结果可被视为开展跨专业教育课程的一个积极因素。
