Peranson Judith, Weis Carol Ann, Slater Morgan, Plener Joshua, Kopansky-Giles Deborah
J Chiropr Educ. 2024 Mar 4;38(1):30-37. doi: 10.7899/JCE-22-24.
In 2008, an interprofessional education (IPE) working group was formed to develop a module on interdisciplinary low-back pain management to fill a curricular gap at our institution. This article describes the program evaluation outcomes and highlights factors contributing to its successful implementation over 8 years through reference to Brigg's Presage-Process-Product (3-P) Model of Teaching and Learning.
Program evaluation occurred through administration of a pre- and postmodule Health Professional Collaborative Competency Perception Scale, with scores compared using paired t tests. Descriptive statistics were analyzed from 5-point Likert scales for module session components.
A total of 853 students from 9 health care occupations (medicine, chiropractic, physiotherapy, pharmacy, nursing, nurse practitioner, occupational therapy, physiotherapy assistants, and occupational therapist assistants) participated in 51 iterations of the module from 2011 to 2019, averaging 16 participants each session. All Health Professional Collaborative Competency Perception Scale items significantly improved from pre- to postintervention (p < .001) for learners from 6 health professions. Module components were rated highly, with the majority of learners rating these as 4 (helpful) or 5 (very helpful) for their learning. Participants also improved their scores in perceived history and physical exam comfort, knowledge of pharmacotherapy, management options, and attitudes regarding an interprofessional approach to back pain (p < .001).
This article describes the presage, process factors, and products of this model IPE program that provides learners from various health care professions with an opportunity to gain a deeper understanding of the interdisciplinary management of low-back pain, as demonstrated through improvement in collaborative competencies.
2008年，一个跨专业教育（IPE）工作组成立，旨在开发一个关于跨学科腰痛管理的模块，以填补我们机构课程中的空白。本文描述了该项目的评估结果，并通过参考布里格的教学与学习的前提-过程-产品（3-P）模型，强调了在8年时间里促成其成功实施的因素。
通过在模块前后实施健康专业人员协作能力感知量表进行项目评估，使用配对t检验比较分数。对模块课程组成部分的5点李克特量表进行描述性统计分析。
2011年至2019年，来自9个医疗保健职业（医学、脊椎按摩疗法、物理治疗、药学、护理、执业护士、职业治疗、物理治疗助理和职业治疗助理）的853名学生参加了该模块的51次课程，每次课程平均有16名参与者。对于来自6个健康专业的学习者，所有健康专业人员协作能力感知量表项目在干预前后均有显著改善（p < .001）。模块组成部分的评分很高，大多数学习者将这些部分评为对他们的学习有帮助（4分）或非常有帮助（5分）。参与者在感知病史和体格检查舒适度、药物治疗知识、管理选项以及对腰痛跨专业方法的态度方面的得分也有所提高（p < .001）。
本文描述了这个IPE项目模型的前提、过程因素和成果，该项目为来自不同医疗保健专业的学习者提供了一个机会，通过协作能力的提高，更深入地了解腰痛的跨学科管理。
