Department of Medical Education, School of Medicine, Federal University of Juiz de Fora, Brazil; School of Physical Therapy, Federal University of Juiz de Fora, Brazil.
Department of Medical Education and Division of Geriatrics, School of Medicine, Federal University of Juiz de Fora, Brazil.
Nurse Educ Today. 2022 Oct;117:105496. doi: 10.1016/j.nedt.2022.105496. Epub 2022 Jul 26.
Interprofessional education (IPE) is recognized as important for teaching in healthcare. However, few studies comparing active versus traditional strategies for this teaching approach have been conducted.
This study aims to compare the use of different educational strategies (i.e. active learning versus formal lectures) for teaching interprofessional geriatric competencies in health professional students from different healthcare courses.
Randomized controlled trial.
Public university.
Health professional students (nursing, physiotherapy, medicine, nutrition and psychology courses).
Different theoretical educational strategies (active learning in intervention group versus formal lectures in control group) were associated with case-based group discussions. The RIPLS (Readiness for Interprofessional Learning Scale), IEPS (Interdisciplinary Education Perception Scale) and TSS (Team Skills Scale) instruments were applied at 3 timepoints: on first day of class, on last day of class and at 6 months post-intervention.
Of 151 eligible students, 99 concluded all stages of the study and were subsequently included in the analysis. A significant increase in scores on the RIPLS, IEPS and TSS was measured on the last day of class and this performance gain persisted after 6 months for both strategies. However, no significant performance difference between the two strategies was found. Similarly, although student satisfaction was very good, no difference in ratings between the strategies was evident.
The results of this project, besides developing and fostering important discussion on IPE, can add to the literature and aid researchers in IPE by furthering knowledge on how different teaching strategies can impact future health professionals.
跨专业教育（IPE）被认为对于医疗保健教学很重要。然而，对于这种教学方法，很少有研究比较主动学习与传统策略。
本研究旨在比较不同教育策略（即主动学习与正规讲座）在不同医疗保健课程的医学生中教授跨专业老年学能力的效果。
随机对照试验。
公立大学。
医学生（护理、物理治疗、医学、营养和心理学课程）。
不同的理论教育策略（干预组的主动学习与对照组的正规讲座）与基于案例的小组讨论相关联。在三个时间点应用 RIPLS（跨专业学习准备量表）、IEPS（跨学科教育感知量表）和 TSS（团队技能量表）：课程第一天、课程最后一天和干预后 6 个月。
在 151 名符合条件的学生中，有 99 名完成了研究的所有阶段，并随后纳入分析。在课程最后一天，RIPLS、IEPS 和 TSS 的分数显著增加，这一表现提升在两种策略下均持续到 6 个月后。然而，两种策略之间没有显著的表现差异。同样，尽管学生满意度非常高，但两种策略之间的评价没有差异。
本项目的结果，除了对 IPE 进行发展和促进重要讨论外，还可以为文献做出贡献，并通过进一步了解不同教学策略如何影响未来的卫生专业人员，为 IPE 研究人员提供帮助。
