Aizawa Fuka, Hamano Hirofumi, Okada Naoto, Yagi Kenta, Goda Mitsuhiro, Nawa Hideki, Horinouchi Yuya, Nakamura Toshimi, Hakuno Harumasa, Shinomiya Kazuaki, Zamami Yoshito, Azuma Masahiko, Akaike Masashi, Ishizawa Keisuke
Department of Pharmacy, Tokushima University Hospital, 2-50-1 Kuramoto-Cho, Tokushima, 770-8503, Japan.
Department of Clinical Pharmacology and Therapeutics, Tokushima University Graduate School of Biomedical Sciences, 3-18-15 Kuramoto-Cho, Tokushima, 770-8503, Japan.
J Pharm Health Care Sci. 2024 Oct 1;10(1):61. doi: 10.1186/s40780-024-00382-6.
Understanding the roles and competencies of professions outside of one's specialty is essential for providing efficient healthcare. However, it is difficult for medical professionals to understand the roles and competencies of other related professions while performing their duties. This study examined the impact of clinical practice-based interprofessional education (IPE) on pharmacy students, who are future medical professionals.
Sixty-eight pharmaceutical students undergoing clinical practice were divided into non-IPE or IPE groups, with the IPE group attending an educational program with medical students conducted by doctors, pharmacists, and teachers during the clinical practice period. The effect was evaluated through a group survey using self-administered questionnaires focusing on contributing to multidisciplinary team medicine based on the Readiness for Interprofessional Learning Scale. The survey included specific behavioral objectives (SBOs), the Readiness for Interpersonal Learning Scale (RIPLS), and Kikuchi's Scale of Social Skills (KiSS-18).
Regardless of group, SBOs [non-IPE: 3.2, 95% CI (2.6-3.8), p < 0.001; IPE: 3.7, 95% CI (2.5-4.9), p < 0.001] and social skills [non-IPE: 4.0, 95% CI (2.5-6.1), p < 0.001; IPE: 6.7 95% CI (3.0-10.4), p < 0.001] showed improvement after the clinical practice. In RIPLS Factor 3, pharmacy students with IPE awareness scored significantly higher by 1.5 points [95% CI (0.2-2.8), p = 0.025] post-practice than those without IPE awareness.
This study suggests that IPE for students during clinical practice could enhance their expertise in multidisciplinary medicine and facilitate the development of seamless team care in the future.
This study was retrospectively registered and conducted in compliance with the "Ethical Guidelines for Medical Research Involving Human Subjects" and was approved by The Ethics Committee of Tokushima University Hospital (approval number: 3544).
了解本专业以外其他职业的角色和能力对于提供高效的医疗保健至关重要。然而，医学专业人员在履行职责时很难了解其他相关职业的角色和能力。本研究调查了基于临床实践的跨专业教育（IPE）对作为未来医学专业人员的药学专业学生的影响。
68名正在接受临床实习的药学专业学生被分为非IPE组或IPE组，IPE组在临床实习期间参加了由医生、药剂师和教师与医学专业学生共同开展的教育项目。通过使用基于跨专业学习准备量表的自填式问卷进行小组调查来评估效果。该调查包括具体行为目标（SBOs）、人际学习准备量表（RIPLS）和菊池社会技能量表（KiSS-18）。
无论组别如何，SBOs（非IPE组：3.2，95%置信区间[2.6 - 3.8]，p < 0.001；IPE组：3.7，95%置信区间[2.5 - 4.9]，p < 0.001）和社交技能（非IPE组：4.0，95%置信区间[2.5 - 6.1]，p < 0.001；IPE组：6.7，95%置信区间[3.0 - 10.4]，p < 0.001）在临床实习后均有所改善。在RIPLS因子3中，有IPE意识的药学专业学生实习后得分比没有IPE意识的学生显著高出1.5分[95%置信区间(0.2 - 2.8)，p = 0.025]。
本研究表明，在临床实习期间对学生进行IPE可以提高他们在多学科医学方面的专业知识，并有助于未来无缝团队护理的发展。
本研究进行了回顾性注册，并按照“涉及人类受试者的医学研究伦理准则”开展，获得了德岛大学医院伦理委员会的批准（批准号：3544）。
