Kalb Elizabeth, Robiner William N, Bruschwein Heather, Seay Amy, Grus Catherine, Ward Wendy L
College of Nursing and Health Professions, University of Southern Indiana, Evansville, IN, USA.
Departments of Medicine and Pediatrics, University of Minnesota Medical School, Minneapolis, MN, USA.
J Clin Psychol Med Settings. 2023 Sep;30(3):469-480. doi: 10.1007/s10880-023-09968-y. Epub 2023 Jul 13.
Interprofessional Education (IPE) is intended to prepare health professionals for teambased care. Little is known about IPE offerings for psychology trainees. The article reports on a survey of training directors (263) from graduate school, internship, and fellowship programs about IPE in a 39-item survey. Most programs have IPE activities across 17 types (e.g., classroom didactics, IP team care, Grand Rounds, simulations, etc.), though 34% reported no or poorly coordinated IPE. Barriers included limited funding/protected time and conflicting student schedules. Resources needed for implementing IPE included incorporating IPE into clinical settings, curricular materials, and evaluation tools. Only 15% felt institutional leadership considered IPE a high priority. Training directors need leadership engagement and support, protected time, and administrative support as well as faculty development for event design and facilitation skills. This study is an exploratory first step, more granular investigation of quality and quantity of IPE from training directors' perspectives is needed.
跨专业教育（IPE）旨在让卫生专业人员为团队协作式护理做好准备。对于心理学实习生的跨专业教育情况，人们了解甚少。本文报道了一项针对来自研究生项目、实习项目和进修项目的263名培训主任开展的关于跨专业教育的39项调查。大多数项目开展了17种类型的跨专业教育活动（如课堂教学、跨专业团队护理、学术大查房、模拟等），不过34%的项目表示没有跨专业教育活动或活动协调不佳。障碍包括资金/受保护时间有限以及学生日程冲突。实施跨专业教育所需的资源包括将其纳入临床环境、课程材料和评估工具。只有15%的人认为机构领导层将跨专业教育视为高度优先事项。培训主任需要领导层的参与和支持、受保护时间、行政支持以及针对活动设计和促进技能的教师发展。本研究是探索性的第一步，需要从培训主任的角度对跨专业教育的质量和数量进行更细致的调查。
