Büsser Lucas, Kerry-Krause Matthew J, Dratva Julia, Huber Marion
Faculty of Medicine, University of Basel, Basel, Switzerland.
Institute of Public Health, School of Health Sciences, ZHAW Zurich University of Applied Sciences, Winterthur, Switzerland.
J Interprof Care. 2025 Mar-Apr;39(2):228-240. doi: 10.1080/13561820.2025.2452967. Epub 2025 Feb 20.
Interprofessional Training Wards (IPTWs) have become a future-oriented, effective form of interprofessional (IP) education. This paper focuses on the quantitative pre-post analysis of a mixed-methods evaluation study to assess the impact of 3-to-4-week placements on the first IPTW in Switzerland on students, facilitators, and patients. Outcomes for students and facilitators were measured using the University of the West of England Interprofessional Questionnaire (UWE-IP) for communication and teamwork skills as well as attitudes to collaborative learning and working, and the Fragebogen zur Arbeit im Team (FAT) to address team-development. Moreover, patient satisfaction was assessed, using a self-developed questionnaire. 63 students, 31 facilitators and 91 patients placed on the IPTW between 2018 and 2022 were included into the study, along with 71 healthcare professionals and 50 patients of the control-wards. UWE-IP and FAT were analyzed using Wilcoxon signed-rank test for pre-post-IPTW comparison and Kruskal-Wallis independent sample test for differences between post-IPTW and post-control. Mann-Whitney U-test was applied to determine differences in patient satisfaction between IPTW and control-ward. Statistically significant positive effects were seen pre-post IPTW for students and facilitators for two subscales of UWE-IP (Communication & Teamwork, and IP Relationship), as well as for FAT, with effect size up to = 0.681. Control-ward staff scored significantly lower than post-IPTW participants on two UWE-IP subscales (IP Learning, and IP Relationship) and on FAT. Patient satisfaction exhibited non-significant difference across IPTWs and controls. In conclusion, IPTW-placement benefited students' and facilitators' interprofessional teamwork skills, while keeping patient satisfaction high.
跨专业培训病房（IPTWs）已成为一种面向未来、有效的跨专业（IP）教育形式。本文重点关注一项混合方法评估研究的定量前后分析，以评估瑞士首个IPTW进行3至4周实习对学生、带教老师和患者的影响。使用西英格兰大学跨专业问卷（UWE-IP）来衡量学生和带教老师在沟通和团队合作技能、对合作学习和工作的态度方面的结果，以及使用团队工作问卷（FAT）来评估团队发展情况。此外，使用自行编制的问卷评估患者满意度。2018年至2022年间在IPTW实习的63名学生、31名带教老师和91名患者被纳入研究，同时还有71名医疗专业人员和50名对照病房的患者。对UWE-IP和FAT进行分析时，使用Wilcoxon符号秩检验进行IPTW前后比较，使用Kruskal-Wallis独立样本检验比较IPTW后和对照后之间的差异。应用Mann-Whitney U检验来确定IPTW和对照病房之间患者满意度的差异。在IPTW前后，学生和带教老师在UWE-IP的两个子量表（沟通与团队合作以及跨专业关系）以及FAT方面均出现了具有统计学意义的积极效果，效应大小高达=0.681。对照病房的工作人员在UWE-IP的两个子量表（跨专业学习和跨专业关系）以及FAT上的得分明显低于IPTW后的参与者。患者满意度在IPTW和对照组之间没有显著差异。总之，IPTW实习有益于学生和带教老师的跨专业团队合作技能，同时保持较高的患者满意度。
