Department of Intensive Care Medicine, Lausanne University Hospital (CHUV), Lausanne, Switzerland.
Medical Education Unit of the School of Medicine FBM, University of Lausanne, Lausanne, Switzerland.
BMC Med Educ. 2024 Feb 27;24(1):204. doi: 10.1186/s12909-024-05170-2.
Since 2011, five educational and healthcare institutions have implemented a short interprofessional education (IPE) course to bring together undergraduates from five disciplines. To meet the logistical challenges of IPE implementation, more specifically, the large number of classrooms needed to gather students together and the need for human resources to guide learning activities, a face-to-face IPE course was redesigned into a blended (online and face-to-face collaborative learning activities) IPE course. In March 2023, 183 medical, 378 nursing, 46 radiologic technology, 69 physiotherapy, and 74 occupational therapy students participated in a one-day IPE blended course to learn interprofessional team functioning and dynamics, role clarification and responsibilities of other professions, and interprofessional communication skills. This study aimed to assess students' changes in attitudes towards IPE after being involved in a large-scale interprofessional blended learning course.
A before-after study was conducted using a French translation of the validated questionnaire "University of West of England Interprofessional Questionnaire" (UWE-IP questionnaire). Students' attitudes towards interprofessional (IP) relationships and IP learning were measured before and after the course. In March 2023, two hundred fifty-six students from five professions answered two subscales of the UWE-IP questionnaire before and after the course (response rate 34%).
Students' attitudes towards IP relationships improved significantly after the course. The score on this subscale (min 8; max 24) changed from 11.18 (SD 2,67) before the course to 10,38 (SD 2,55) after the course, indicating a significant improvement in attitudes towards IP relationships (p < 0,001). More specifically, students had more positive attitudes on the item "I have a good understanding of the roles of different health and social care professionals." and the item "I feel that I am respected by people from other health and social care disciplines." after the course. A positive change in students' attitudes towards IP learning was observed, but the results were not significative.
A face-to-face IPE course redesigned as a blended course helped overcome existing challenges to implementing an IPE course. The results suggest a blended IPE course improves students' attitudes towards interprofessionality.
自 2011 年以来，五所教育和医疗机构实施了一项短期跨专业教育 (IPE) 课程，将来自五个学科的本科生聚集在一起。为了应对 IPE 实施的后勤挑战，特别是为了聚集学生所需的大量教室和指导学习活动所需的人力资源，面对面的 IPE 课程被重新设计为混合式 (在线和面对面协作学习活动) IPE 课程。2023 年 3 月，183 名医学生、378 名护理学生、46 名放射技术学生、69 名物理治疗学生和 74 名职业治疗学生参加了为期一天的混合式 IPE 课程，以学习跨专业团队的运作和动态、其他专业的角色澄清和责任以及跨专业沟通技巧。本研究旨在评估学生在参与大规模跨专业混合学习课程后对 IPE 的态度变化。
使用经过验证的问卷“西英格兰大学跨专业问卷”(UWE-IP 问卷)的法语翻译进行了前后研究。在课程前后测量了学生对跨专业 (IP) 关系和 IP 学习的态度。2023 年 3 月，来自五个专业的 256 名学生在课程前后回答了 UWE-IP 问卷的两个分量表 (应答率为 34%)。
学生对 IP 关系的态度在课程后显著改善。该分量表的得分(最小值 8;最大值 24)从课程前的 11.18(SD 2.67)变为课程后的 10.38(SD 2.55)，表明对 IP 关系的态度有显著改善(p<0.001)。更具体地说，学生对“我很好地理解不同卫生和社会保健专业人员的角色”和“我觉得我受到其他卫生和社会保健学科人员的尊重”这两个项目的态度更加积极。学生对 IP 学习的态度也发生了积极变化，但结果不显著。
面对面的 IPE 课程重新设计为混合式课程有助于克服实施 IPE 课程的现有挑战。结果表明，混合式 IPE 课程可以改善学生对跨专业的态度。
