Arruzza E, Chau M, Hayre C
UniSA Allied Health & Human Performance, University of South Australia, South Australia, Australia. Electronic address: https://facebook.com/https://www.facebook.com/elio.arruzza.
Faculty of Health, University of Canberra, Australian Capital Territory, Australia.
Radiography (Lond). 2023 Mar;29(2):398-407. doi: 10.1016/j.radi.2023.01.021. Epub 2023 Feb 11.
Interprofessional education (IPE) in medical radiation education is designed to enhance both student and longer-term patient outcomes. This scoping review aims to provide an overview of the available evidence and examine the effectiveness of IPE strategies used to enhance the development of medical radiation science (MRS) students.
Medline, CINAHL, Cochrane Library and Emcare were searched for articles which employed an experimental study design to quantitatively assess the effectiveness of IPE for MRS students. Two reviewers screened and extracted relevant data independently. Critical appraisal was conducted using the JBI critical appraisal tool.
Eighteen studies were included in this review. Diverse approaches to IPE were discovered, particularly in terms of the method of delivery, setting and duration of interventions. MRS students interact with many professions, particularly medical doctors and nurses. All studies which employed a control arm demonstrated statistically positive findings favoring IPE intervention(s). In pre-post studies, most IPE interventions reported significant positive differences after IPE was implemented. This entailed an enhanced perceived knowledge and understanding of other professions, and ability to undertake their role in the team.
IPE was shown to be effective in enhancing students' perceptions and attitudes and to a limited extent, improve knowledge acquisition. Future research should assess long-term effects and patient-related outcomes.
IPE in a variety of formats demonstrates positive results for MRS students; however, interventions which are longer-term, conducted in small groups, and performed earlier in the educational pathway, may demonstrate greater effectiveness.
医学放射教育中的跨专业教育（IPE）旨在改善学生和长期的患者治疗效果。本范围综述旨在概述现有证据，并考察用于促进医学放射科学（MRS）专业学生发展的IPE策略的有效性。
检索Medline、CINAHL、Cochrane图书馆和Emcare，查找采用实验性研究设计来定量评估IPE对MRS专业学生有效性的文章。两名综述员独立筛选并提取相关数据。使用JBI批判性评价工具进行批判性评价。
本综述纳入了18项研究。发现了多种IPE方法，特别是在授课方式、干预环境和持续时间方面。MRS专业学生与许多专业的人员互动，尤其是医生和护士。所有设有对照组的研究均显示出有利于IPE干预的统计学阳性结果。在前后对照研究中，大多数IPE干预措施在实施后报告了显著的阳性差异。这包括对其他专业的认知知识和理解的增强，以及在团队中承担自身角色的能力。
研究表明IPE在增强学生的认知和态度方面有效，并且在一定程度上能提高知识获取。未来的研究应评估长期效果和与患者相关的结果。
多种形式的IPE对MRS专业学生都显示出积极效果；然而，长期、小组形式且在教育过程中较早开展的干预措施可能效果更佳。
