Khuancharee Kitsarawut, Suwanchatchai Chawin, Rattanamongkolgul Suthee
Department of Preventive and Social Medicine, Faculty of Medicine, Srinakharinwirot University, Nakhon Nayok, Thailand.
Int J Med Educ. 2025 Mar 26;16:75-83. doi: 10.5116/ijme.67ab.5af9.
To evaluate the impact of enhancing village health volunteers' (VHVs) abilities to promote engaged community-based interprofessional education (CBIPE).
A single-group pre-posttest design was implemented with 100 VHVs enrolled in a VHVs' abilities program. The program consisted of a two-day workshop that included five key sessions: a 30-40-minute lecture, demonstration and replay, 15-30-minute information sharing and communication, 60-150-minute discussion and practice, and 30-minute feedback. Of the participants, 83 VHVs completed the course and provided data for analysis. Outcomes measured included attitude and motivation towards associate teachers, self-esteem, community diagnosis knowledge, and course satisfaction. Repeated-measures ANOVA was used to analyze changes in competency scales over time.
A significant increase in community diagnosis knowledge was observed post-intervention (mean difference = 26, 95% CI = 24-28; p < 0.001). Significant improvements were also seen in attitude (mean difference = 1.00, 95% CI = 0.96-1.04; p < 0.001), motivation (mean difference = 0.92, 95% CI = 0.86-0.97; p < 0.001), communication (mean difference = 0.95, 95% CI = 0.92-0.97; p < 0.001), and systems thinking (mean difference = 0.98, 95% CI = 0.97-1.00; p < 0.001). No significant change was observed in the active listening scale (p = 0.104). VHVs expressed high satisfaction with the program, with an average score of 4.13 ± 0.76.
VHVs' abilities programs effectively enhance knowledge and improve VHVs' competencies. Ongoing training for associate teachers is essential to support engaged learning and CBIPE field practice for medical students.
评估提高乡村卫生志愿者（VHV）促进社区参与式跨专业教育（CBIPE）能力的影响。
对100名参加VHV能力提升项目的志愿者采用单组前后测设计。该项目包括为期两天的工作坊，包含五个关键环节：30 - 40分钟的讲座、演示及回放，15 - 30分钟的信息分享与交流，60 - 150分钟的讨论与实践，以及30分钟的反馈。83名参与者完成了课程并提供数据用于分析。测量的结果包括对带教教师的态度和积极性、自尊、社区诊断知识以及课程满意度。采用重复测量方差分析来分析能力量表随时间的变化。
干预后社区诊断知识显著增加（平均差异 = 26，95%可信区间 = 24 - 28；p < 0.001）。态度（平均差异 = 1.00，95%可信区间 = 0.96 - 1.04；p < 0.001）、积极性（平均差异 = 0.92，95%可信区间 = 0.86 - 0.97；p < 0.001）、沟通能力（平均差异 = 0.95，95%可信区间 = 0.92 - 0.97；p < 0.001）和系统思维能力（平均差异 = 0.98，95%可信区间 = 0.97 - 1.00；p < 0.001）也有显著改善。主动倾听量表未见显著变化（p = 0.104）。VHV对该项目表示高度满意，平均得分为4.13 ± 0.76。
VHV能力提升项目有效增加了知识并提高了VHV的能力。持续对带教教师进行培训对于支持医学生的参与式学习和CBIPE实地实践至关重要。
