Dep. of Physical Therapy, Texas State University, 200 Bobcat Way, Willow 345, Round Rock, TX 78665, USA. Tel 512-716-2659.
J Allied Health. 2024 Summer;53(2):116-121.
Today's healthcare system requires interprofessional collaborative practice (IPCP) to improve health outcomes. IPCP often begins with interprofessional education (IPE), which should stimulate meaningful idea exchange. This study's purpose was to assess the impact of a photovoice-based IPE experience on the attitudes and beliefs of students in two health professions programs.
Forty-two Doctor of Physical Therapy students and 13 Radiation Therapy students created photovoice slides representing the most significant "thing" in their professional education. Students discussed their slides in small groups followed by a large-group discussion. A pretest-posttest survey containing researcher-generated questions and the Student Perceptions of Interprofessional Clinical Education-Revised (SPICE-R2) and a post-activity evaluation were administered.
Forty-two students completed the pretest survey; 35 completed the posttest survey. A statistically significant difference was found between pretest (M=4.07, SD=0.91) and posttest (M=4.45, SD=0.70) SPICE-R2 total scores, t(928)=7.22, p<0.001. Statistically significant differences were found for all SPICE-R2 factor scores. Thematic analysis revealed three themes: 1) students learned about the other profession, 2) the IPE experience was meaningful, and 3) the IPE experience could be improved.
The photovoice IPE experience stimulated student reflection, interprofessional collaboration, and new perceptions about the other health profession. Future studies should focus on similar activities offered earlier in the education program.
当今的医疗保健系统需要跨专业协作实践（IPCP）来改善健康结果。 IPCP 通常始于跨专业教育（IPE），它应该激发有意义的思想交流。本研究的目的是评估基于摄影的 IPE 体验对两个健康专业计划的学生的态度和信念的影响。
42 名物理治疗学博士学生和 13 名放射治疗学生制作了摄影幻灯片，代表他们专业教育中最重要的“事物”。学生在小组讨论后进行小组讨论，然后进行小组讨论。进行了预测试-后测试调查，其中包含研究人员生成的问题以及学生对跨专业临床教育的感知修订版（SPICE-R2）和活动后评估。
42 名学生完成了预测试调查； 35 名学生完成了后测试调查。 SPICE-R2 总分的预测试（M=4.07，SD=0.91）和后测试（M=4.45，SD=0.70）之间存在统计学上的显着差异，t（928）=7.22，p<0.001。 SPICE-R2 的所有因子得分均存在统计学上的显着差异。主题分析揭示了三个主题：1）学生了解了其他专业，2）IPE 体验有意义，3）IPE 体验可以得到改善。
摄影 IPE 体验激发了学生的反思，跨专业合作以及对其他健康专业的新看法。未来的研究应侧重于在教育计划的早期阶段提供类似的活动。
