Hosseinpour Azam, Keshmiri Fatemeh
School of Allied Medical Sciences, Qom University of Medical Sciences, Qom, Iran.
Student Research Committee, Shahid Sadoughi University of Medical Sciences, Yazd, Iran.
J Eval Clin Pract. 2025 Apr;31(3):e14159. doi: 10.1111/jep.14159. Epub 2024 Oct 18.
The current study aimed to assess the effect of interprofessional education on participants' self-efficacy perception of interprofessional communication at different levels of a healthcare system (relationships in the interpersonal, interprofessional, and administration levels).
This is a sequential explanatory mixed-method study.
Learners include surgical residents, surgical technology nurses, and anesthesia nurses (n = 130) who participated in the intervention and control groups. The quasi-experimental study was conducted in the first step. The educational strategy was interprofessional education and the main teaching method was case-based learning. The self-efficacy perception of the participants was assessed by a 26-item questionnaire before and 1 month after the intervention. The descriptive tests (mean, SD, percentage), student t-tests, and ANOVA were analyzed. The participants' experiences were explored through semi-structured interviews. Qualitative content was analyzed by Lundman and Graneheim's approach.
The results showed that the scores of the learners in the intervention group (4.05 ± 0.31) improved significantly compared to the control group (3.35 ± 0.37) (p = 0.0001). In the present study, the experiences of the participants were categorized into a theme "explicit and implicit confrontations with perceived distrust in the system" which includes two categories "failure to internalize professionalism among team members" and "dominance of a paternalistic culture within the health care system".
The results showed the positive impact of interprofessional education interventions on participants' self-efficacy perception of interprofessional communication. The results showed that interprofessional education, with the participation of different professionals and managers at different levels of a healthcare system, improved the participants' perception of self-efficacy regarding interprofessional communication. The results showed the improvement in the participants' communication with team members and managers required to solve the perceived explicit and implicit confrontations in the surgical departments.
The implementation of an interprofessional education strategy focused on interprofessional professionalism and collaboration principles in clinical activities, formal and informal education in the surgical department is recommended.
本研究旨在评估跨专业教育对医疗系统不同层面（人际、跨专业和管理层面的关系）参与者跨专业沟通自我效能感的影响。
这是一项序列解释性混合方法研究。
学习者包括参与干预组和对照组的外科住院医师、外科技术护士和麻醉护士（n = 130）。第一步进行准实验研究。教育策略为跨专业教育，主要教学方法为基于案例的学习。在干预前和干预后1个月，通过一份包含26个条目的问卷评估参与者的自我效能感。分析描述性测试（均值、标准差、百分比）、学生t检验和方差分析。通过半结构化访谈探索参与者的经历。采用伦德曼和格拉内海姆的方法分析定性内容。
结果显示，干预组学习者的得分（4.05±0.31）与对照组（3.35±0.37）相比有显著提高（p = 0.0001）。在本研究中，参与者的经历被归类为一个主题“对系统中感知到的不信任的显性和隐性对抗”，其中包括两个类别“团队成员未将专业精神内化”和“医疗系统中家长式文化的主导”。
结果显示跨专业教育干预对参与者跨专业沟通自我效能感有积极影响。结果表明，跨专业教育在医疗系统不同层面不同专业人员和管理人员的参与下，提高了参与者对跨专业沟通自我效能的认知。结果显示参与者与团队成员及管理人员的沟通得到改善，这对于解决外科部门中感知到的显性和隐性对抗是必要的。
建议在外科部门的临床活动、正式和非正式教育中实施以跨专业专业精神和协作原则为重点的跨专业教育策略。
