Department Anesthesiology & Pain Medicine, University of Washington, Seattle, Washington, United States of America.
Department of Anesthesiology & Perioperative Medicine, UCLA, Los Angeles, California, United States of America.
PLoS One. 2022 Dec 1;17(12):e0278171. doi: 10.1371/journal.pone.0278171. eCollection 2022.
Despite the growing similarities between allopathic (MD) and osteopathic (DO) medical education, few studies have examined allopathic-osteopathic collaboration. The following study focused on stereotypes and student readiness for interprofessional learning. Patient perceptions were also evaluated. Osteopathic and allopathic students were randomly allocated 1:1:1 to work in pairs (MD/DO, MD/MD, DO/DO) at the start of each shift. A questionnaire evaluating student communication was collected from patients at the end of each encounter. Surveys assessing stereotypes and interprofessional readiness were obtained from students at the end of each workday. Data collection was stopped early due to Coronavirus-related safety measures. In the ITT analysis, there were a total of 126 participants (57 students 69 patients). A per-protocol analysis was performed to account for repeat clinic volunteers. No significant differences were detected between student pairs; however, the sensitivity analysis of the questionnaire assessing interprofessional readiness was 8 points higher in the DO/DO group compared to the MD/MD and MD/DO groups (P = 0.0503). In the content analysis of qualitative responses, the MD/DO group was more likely to respond with themes of enjoyment and less concern about stereotypes than the DO/DO group. The MD/DO group was also less likely to report concerns about differences in expectations, methods, and thinking than the MD/MD group. Early trends from this study suggest that DO students may be better positioned to engage in interprofessional learning than their MD counterparts. Additionally, the findings from our content analysis provide evidence that the collaborative experience improved feelings associated with professional legitimacy and credibility among DO students. Taken in aggregate, this study provides justification for a follow-up investigation, as well as a framework for how such studies could best be executed in the future.
尽管同种医学教育（MD）和骨科医学教育（DO）之间的相似之处越来越多，但很少有研究考察同种医学和骨科医学之间的合作。本研究主要关注刻板印象和学生对跨专业学习的准备情况。还评估了患者的看法。在每个班次开始时，将骨科医学和同种医学的学生随机分配 1:1:1 进行配对（MD/DO、MD/MD、DO/DO）。在每次就诊结束时，从患者那里收集评估学生沟通的问卷。在每个工作日结束时，从学生那里获得评估刻板印象和跨专业准备情况的调查。由于与冠状病毒相关的安全措施，数据收集提前停止。在 ITT 分析中，共有 126 名参与者（57 名学生 69 名患者）。进行了一项符合方案分析，以说明重复诊所志愿者的情况。在学生对跨专业准备情况的评估问卷的敏感性分析中，DO/DO 组比 MD/MD 和 MD/DO 组高 8 分（P = 0.0503）。在定性反应的内容分析中，与 DO/DO 组相比，MD/DO 组更有可能以享受和较少关注刻板印象为主题做出回应。MD/DO 组也不太可能报告对期望、方法和思维差异的担忧，而 MD/MD 组则更有可能报告这些担忧。这项研究的早期趋势表明，DO 学生可能比他们的 MD 同行更能参与跨专业学习。此外，我们的内容分析结果提供了证据，表明协作经验改善了 DO 学生与专业合法性和可信度相关的感受。总的来说，这项研究为后续调查提供了依据，并为未来如何最好地开展此类研究提供了框架。
