卫生科学专业学生的跨专业学习准备：一项基于 Q 方法学和李克特量表的横断面研究。

Readiness for interprofessional learning among health science students: a cross-sectional Q-methodology and likert-based study.

机构信息

Program for Interprofessional Practice, Education and Research (PIPER), McMaster University, 1400 Main Street West, Hamilton, ON, L8S 1C7, 647-765- 1525, Canada.

Respiratory Medicine, West Park Healthcare Centre, Toronto, Canada.

出版信息

BMC Med Educ. 2023 Aug 18;23(1):583. doi: 10.1186/s12909-023-04566-w.

DOI:10.1186/s12909-023-04566-w

PMID:37596571

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC10439564/

Abstract

BACKGROUND

Interprofessional education (IPE) prepares healthcare students for collaboration in clinical practice, but the effectiveness of this teaching method depends on students' readiness for and perceptions of IPE. Evaluating students' readiness for and perceptions of IPE is challenging, due to the lack of comprehensive measures. This study characterized the level of IPE readiness and perspectives across first-year undergraduate and graduate health science students using the readiness for interprofessional learning Likert Scale (RIPLS) and Q-methodologies.

METHODS

This is a cross-sectional, online study. Students were randomized to answer the Likert-scale version of RIPLS (80%) or a matched Q-methodology survey (20%). An ANCOVA compared RIPLS scores between students from different program levels (graduate/undergraduate) and specialization (health professional and general programs). The Q-data was analysed using a by-person factor analysis.

RESULTS

Three hundred and four (33% response rate) and 71 (30% response rate) students completed the Likert scale and the Q-methodology surveys, respectively. Students from graduate programs demonstrated high readiness for IPE (higher total RIPLS scores p < 0.001) in comparison to undergraduates. Three factors, associated with program specialization (p = 0.04), emerged from the Q-methodology analysis characterizing students learning priorities. Students in undergraduate general programs were focused on IPE relevance and benefits to "the clinical team", students in graduate programs focused on "the patient", and those in undergraduate health professional programs focused on themselves ("me").

CONCLUSIONS

This novel mixed-methods approach combining traditional Likert-scales with Q-methodology elucidated not only associations between program and specialization with readiness (Likert) but also which components of IPE were valued the most (Q-methodology) and by whom.

摘要

背景

跨专业教育（IPE）使医疗保健专业的学生为临床实践中的合作做好准备，但这种教学方法的有效性取决于学生对 IPE 的准备程度和看法。由于缺乏全面的衡量标准，评估学生对 IPE 的准备程度和看法具有挑战性。本研究使用跨专业学习准备量表（RIPLS）和 Q 方法学对一年级本科和研究生健康科学专业学生的 IPE 准备程度和观点进行了描述。

方法

这是一项横断面、在线研究。学生被随机分配回答李克特量表版的 RIPLS（80%）或匹配的 Q 方法学调查（20%）。ANCOVA 比较了来自不同项目水平（研究生/本科生）和专业（健康专业和普通项目）的学生的 RIPLS 分数。使用逐人因素分析对 Q 数据进行分析。

结果

304 名（33%的回复率）和 71 名（30%的回复率）学生分别完成了李克特量表和 Q 方法学调查。与本科生相比，研究生的 IPE 准备程度较高（总 RIPLS 得分较高，p < 0.001）。从 Q 方法学分析中得出了三个与项目专业化相关的因素（p = 0.04），这些因素描述了学生的学习重点。本科普通项目的学生关注 IPE 的相关性和对“临床团队”的益处，研究生项目的学生关注“患者”，而本科健康专业项目的学生则关注自己（“我”）。