Filies Gérard C., Müller Jana
Interprofessional Education Unit, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town, South Africa
Ukwanda Centre for Rural Health, Department of Global Health, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa
Interprofessional education (IPE) is a process of learning where different health care professions learn with, from and about each other to improve the quality of care and services. Despite being essential in health professions education, it is unclear how IPE is embedded in undergraduate (UG) student training. The International Classification of Functioning, Disability and Health (ICF) Framework is recommended to provide a shared language in health care and as a common care framework for health and social professions. There is a need to explore the impact of using the ICF Framework in collaborative clinical discussions on promoting IPE, which could offer insight into embedding IPE into existing curricula.
This study aimed to explore the perceived value of using the ICF Framework to promote IPE before, during and after students’ clinical training in two rural settings in 2021.
A descriptive study was conducted at two rural clinical training sites where the ICF Framework was used during collaborative patient care discussions by students from various degree programmes in the health sciences. Whole population sampling was used, and participant responses were captured through an online open-ended survey questionnaire. Qualitative data relating to ICF exposure along the continuum of learning and the influence thereof on IPE were collected and deductively analysed. A structured matrix of analysis was developed using the definition of IPE as a theoretical framework.
The response rate was 30%. Participants reported that using the ICF Framework as an interprofessional team was more valuable as compared to using it in isolation. Continued use of the ICF Framework to promote interprofessional collaboration after exposure was reported by participants. This article highlights the value of a proposed IPE-ICF theoretical framework that can be used as a tool along the continuum of learning and as a guide on multiple platforms in health professions curricula to promote interprofessional education and collaborative practice.
Using the ICF Framework during collaborative interprofessional team discussions provides an opportunity to embed IPE into an existing curriculum. Recommendations include the introduction of the ICF Framework early during undergraduate and consistently throughout training in interprofessional groups, introducing the ICF Framework into clinical learning activities.
跨专业教育（IPE）是一个学习过程，不同的医疗保健专业人员相互学习、相互借鉴并了解彼此，以提高护理和服务质量。尽管跨专业教育在卫生专业教育中至关重要，但目前尚不清楚它是如何融入本科（UG）学生培训的。国际功能、残疾与健康分类（ICF）框架被推荐用于提供医疗保健领域的通用语言，并作为健康和社会专业的共同护理框架。有必要探讨在促进跨专业教育的协作临床讨论中使用ICF框架的影响，这可能有助于深入了解如何将跨专业教育融入现有课程。
本研究旨在探讨2021年在两个农村地区学生临床培训之前、期间和之后使用ICF框架促进跨专业教育的感知价值。
在两个农村临床培训地点进行了一项描述性研究，在跨专业患者护理讨论期间，来自健康科学各个学位项目的学生使用了ICF框架。采用整群抽样，通过在线开放式调查问卷收集参与者的回答。收集了与学习过程中ICF接触情况及其对跨专业教育影响相关的定性数据，并进行了演绎分析。以跨专业教育的定义为理论框架，开发了一个结构化分析矩阵。
回复率为30%。参与者报告称，作为跨专业团队使用ICF框架比单独使用更有价值。参与者报告说，在接触后继续使用ICF框架来促进跨专业协作。本文强调了一个拟议的跨专业教育-ICF理论框架的价值，该框架可作为学习过程中的工具，并作为健康专业课程多个平台上促进跨专业教育和协作实践的指南。
在跨专业团队协作讨论中使用ICF框架为将跨专业教育融入现有课程提供了机会。建议包括在本科阶段早期引入ICF框架，并在跨专业小组的整个培训过程中持续使用，将ICF框架引入临床学习活动。
