Dressel Katharina, Ablinger Irene, Lauer Anna Andrea, Grimm Heike Sabine, Hartmann Tobias, Hermanns Carina, Schwarz Marcus, Taddey Tim, Grimm Marcus Otto Walter
Speech and Language Therapy, Campus Bonn/Düsseldorf, SRH University of Applied Health Sciences, Bonn/Düsseldorf, Germany.
Nutrition Therapy and Counseling, Campus Rheinland, SRH University of Applied Health Sciences, Leverkusen, Germany.
Front Med (Lausanne). 2023 Sep 22;10:1235642. doi: 10.3389/fmed.2023.1235642. eCollection 2023.
Interprofessional collaboration is seen as an indispensable prerequisite for high-quality health services and patient care, especially for complex diseases such as dementia. Thus, the current project aimed to extend interprofessional and competency-based education in the field of dementia care to the previously understudied therapy professions of nutrition, speech-language pathology, and physiotherapy.
A three-day workshop was designed to provide specific learning objectives related to patient-centered dementia care, as well as competences for interprofessional collaboration. Teaching and learning approaches included case-based learning in simulated interprofessional case-conferences and peer-teaching. A total of 42 students ( = 20 nutrition therapy and counseling, = 8 speech-language pathology, = 14 physiotherapy), ranging from first to seventh semester, finished the whole workshop and were considered in data analysis. Changes in self-perceived attitudes toward interprofessional collaboration and education were measured by the German version of the UWE-IP. An in-house questionnaire was developed to evaluate knowledge and skills in the field of dementia, dementia management and interprofessional collaboration.
Participation in the workshop led to significant improvements in the total scores of the UWE-IP-D and the in-house questionnaire, as well as their respective subscales. Moderate to large effect sizes were achieved. All professions improved significantly in both questionnaires with large effect sizes. Significant differences between professions were found in the UWE-IP-D total score between students of speech-language pathology and physiotherapy in the posttest. Students of nutrition therapy and counseling revealed a significant lower level of self-perceived knowledge and skills in the in-house questionnaire pre- and post-testing.
The pilot-study confirms the effectiveness of interprofessional education to promote generic and interprofessional dementia care competencies and to develop positive attitudes toward interprofessional learning and collaboration in the therapy professions, thus increasing professional diversity in interprofessional education research. Differences between professions were confounded by heterogenous semester numbers and participation conditions. To achieve a curricular implementation, interprofessional education should be expanded to include a larger group of participants belonging to different professions, start early in the study program, and be evaluated over the long term.
跨专业协作被视为高质量医疗服务和患者护理不可或缺的前提条件，对于痴呆症等复杂疾病而言尤其如此。因此，当前项目旨在将痴呆症护理领域基于能力的跨专业教育扩展至此前研究较少的营养、言语病理学和物理治疗等治疗专业。
设计了一个为期三天的工作坊，以提供与以患者为中心的痴呆症护理相关的具体学习目标，以及跨专业协作的能力。教学方法包括在模拟跨专业病例讨论会上基于案例的学习和同伴教学。共有42名学生（20名营养治疗与咨询专业、8名言语病理学专业、14名物理治疗专业），涵盖大一至大七各学期，完成了整个工作坊并纳入数据分析。通过UWE-IP德文版测量对跨专业协作与教育的自我认知态度的变化。编制了一份内部问卷，以评估痴呆症领域、痴呆症管理和跨专业协作方面的知识与技能。
参与工作坊使UWE-IP-D总分及内部问卷总分及其各自子量表均有显著改善。达到了中等至较大的效应量。所有专业在两份问卷中均有显著改善，效应量较大。在后测中，言语病理学专业和物理治疗专业学生的UWE-IP-D总分存在显著差异。营养治疗与咨询专业学生在内部问卷的前后测中自我认知的知识与技能水平显著较低。
这项试点研究证实了跨专业教育在促进通用和跨专业痴呆症护理能力以及培养对治疗专业跨专业学习与协作的积极态度方面的有效性，从而增加了跨专业教育研究中的专业多样性。专业之间的差异因学期数和参与条件的异质性而混淆。为实现课程实施，跨专业教育应扩大到包括更多不同专业的参与者，在学习计划早期开始，并进行长期评估。
