Department of Emergency Medicine, Taipei Medical University Hospital, Taipei, Taiwan; Department of Education and Humanities in Medicine, School of Medicine, College of Medicine, Taipei Medical University, Taipei, Taiwan.
Department of Nursing, National Yang Ming Chiao Tung University, Taipei, Taiwan.
Nurse Educ Today. 2022 Nov;118:105535. doi: 10.1016/j.nedt.2022.105535. Epub 2022 Sep 5.
Use of interprofessional education has greatly expanded and is widely used to foster interprofessional collaborative practice competency in health professionals, especially during medical emergencies. Identifying the interprofessional education delivery mode that can maximize learning outcomes within available resources is crucial for achieving the sustainability of an interprofessional education program.
To examine the learning outcomes of simulation-based interprofessional education and video-enhanced interactive discussion interprofessional education modules and to analyze the variable costs between these two interprofessional education modules.
A prospective quasi-experimental study.
A medical university in Northern Taiwan.
24 medical students and 48 nursing students enrolled in a 4-week simulation-based interprofessional education or video-enhanced interactive discussion interprofessional education program.
Students' medical task performance, critical medical task performance, team behavior performance, and interprofessional collaboration attitude were examined at the pretest and posttest by using an objective structured checklist and team performance rating scale with a hands-on simulation model and structured questionnaires. The variable costs for simulation-based interprofessional education and video-enhanced interactive discussion interprofessional education were estimated upon the completion of the course.
All learning outcomes significantly improved for both the groups from the pretest to posttest. After the intervention, the simulation-based interprofessional education group exhibited significantly higher scores in medical task performance, critical medical task performance and team behavior performance than the video-enhanced interactive discussion interprofessional education group at the posttest. No significant difference was noted in interprofessional collaboration attitude between the groups. Cost analysis revealed that the simulation-based interprofessional education program was approximately two times more expensive in terms of staffing costs and required 1.3 times greater space charges than the video-enhanced interactive discussion interprofessional education program.
Both simulation-based interprofessional education and video-enhanced interactive discussion interprofessional education modules effectively improved medical and nursing students' medical task performance, critical medical task performance and team behavior performance. The simulation-based interprofessional education group had more favorable learning outcomes, but the associated costs were higher. Educators should consider both learning outcomes and cost when choosing a design strategy simulation-based interprofessional education vs. video-enhanced interactive discussion interprofessional education for interprofessional education module development.
跨专业教育的使用已经大大扩展，并被广泛用于培养卫生专业人员的跨专业协作实践能力，尤其是在医疗紧急情况下。确定能够在可用资源内最大限度地提高学习成果的跨专业教育交付模式，对于实现跨专业教育计划的可持续性至关重要。
检验基于模拟的跨专业教育和视频增强互动讨论跨专业教育模块的学习成果，并分析这两个跨专业教育模块之间的可变成本。
前瞻性准实验研究。
台湾北部的一所医科大学。
24 名医学生和 48 名护理学生，他们参加了为期 4 周的基于模拟的跨专业教育或视频增强互动讨论跨专业教育课程。
使用客观结构化检查表和团队绩效评分量表，结合实践模拟模型和结构化问卷，在预测试和后测试中检查学生的医疗任务表现、关键医疗任务表现、团队行为表现和跨专业协作态度。在课程结束后，估算基于模拟的跨专业教育和视频增强互动讨论跨专业教育的可变成本。
两组学生的所有学习成果都从预测试到后测试显著提高。干预后，基于模拟的跨专业教育组在后测试中的医疗任务表现、关键医疗任务表现和团队行为表现得分显著高于视频增强互动讨论跨专业教育组。两组之间的跨专业协作态度没有显著差异。成本分析表明，基于模拟的跨专业教育计划在人员成本方面大约是视频增强互动讨论跨专业教育计划的两倍，并且需要 1.3 倍的空间费用。
基于模拟的跨专业教育和视频增强互动讨论跨专业教育模块都有效地提高了医学生和护理学生的医疗任务表现、关键医疗任务表现和团队行为表现。基于模拟的跨专业教育组的学习成果更有利，但相关成本更高。教育工作者在选择设计策略（基于模拟的跨专业教育与视频增强互动讨论跨专业教育）来开发跨专业教育模块时，应考虑学习成果和成本。
