College of Allied Health Sciences, Augusta University, Augusta, Georgia.
College of Allied Health Sciences, Augusta University, Augusta, Georgia; and Respiratory Therapy Program, Augusta University, Augusta, Georgia.
Respir Care. 2022 Oct;67(10):1246-1253. doi: 10.4187/respcare.09791. Epub 2022 Aug 30.
Interprofessional Education (IPE) provides a framework for collaborative education between health care specialties to improve patient care. In 2010, the Interprofessional Education Collaborative Expert Panel established the competencies of communication, ethics, roles and responsibilities, and teams and teamwork. Studies have assessed knowledge and attitudes about IPE in several allied health educational programs including respiratory therapy (RT).
We compared RT faculty to athletic training (AT), nutrition (NT), occupational therapy (OT), physical therapy (PT), and dental hygiene (DH) faculty. Faculty were asked to rank the IPE competencies according to importance.
RT faculty ranked communication first, then teams and teamwork, roles and responsibilities, and last ethics. A Kruskal-Wallis Dwass-Steel-Chritchlow-Fligner pairwise analysis showed statically significant differences among allied health faculty rankings of IPE competencies. In communication, RT faculty responded statistically higher than AT ( < .001), DH < .001), NT < .001), and OT ( = .003). In ethics, RT faculty responded statistically lower than DH ( < .001), NT ( = .01), and PT ( < .001). In roles and responsibilities, RT faculty responded statistically higher than AT ( = .007) and OT ( < .001). In teamwork, RT faculty responded statistically higher than AT ( = .02), DH ( < .001), OT ( = .002), and PT ( < .001).
RT faculty who teach at different degree levels (associate's degree programs vs bachelor's and master's degree programs) had the same ranking of competencies, but they had a statistically significant difference for teamwork, with associate's degree faculty ranking teamwork lower than bachelor's and master's degree faculty.
跨专业教育（IPE）为医疗保健专业之间的协作教育提供了一个框架，以改善患者护理。 2010 年，跨专业教育协作专家小组确定了沟通、道德、角色和责任以及团队和团队合作这四个能力领域。已经有研究评估了包括呼吸治疗（RT）在内的多个辅助健康教育项目中对 IPE 的知识和态度。
我们将 RT 教师与运动训练（AT）、营养（NT）、职业治疗（OT）、物理治疗（PT）和牙科保健（DH）教师进行了比较。教师被要求根据重要性对 IPE 能力进行排名。
RT 教师将沟通排在首位，其次是团队和团队合作、角色和责任，最后是道德。 Kruskal-Wallis Dwass-Steel-Chritchlow-Fligner 成对分析显示，各辅助健康教师对 IPE 能力的排名存在统计学差异。在沟通方面，RT 教师的回答明显高于 AT（<.001）、DH（<.001）、NT（<.001）和 OT（=.003）。在道德方面，RT 教师的回答明显低于 DH（<.001）、NT（=.01）和 PT（<.001）。在角色和责任方面，RT 教师的回答明显高于 AT（=.007）和 OT（<.001）。在团队合作方面，RT 教师的回答明显高于 AT（=.02）、DH（<.001）、OT（=.002）和 PT（<.001）。
在不同学位水平（副学士学位课程与学士和硕士学位课程）教授的 RT 教师具有相同的能力排名，但在团队合作方面存在统计学差异，副学士学位教师的团队合作排名低于学士和硕士学位教师。
