Başer Aysel, Şahin Hatice
Faculty of Medicine, Department of Medical Education, Izmir Demokrasi University, Izmir, Türkiye.
Faculty of Medicine, Department of Medical Education, Ege University, Izmir, Türkiye.
BMC Med Educ. 2025 Apr 14;25(1):532. doi: 10.1186/s12909-025-07085-y.
The aim of the study was to develop and implement an interprofessional education (IPE) program that would enhance healthcare students' learning by motivating them with a theme.
The study, conducted at a university (enrolled in three faculties of health sciences dentistry, and medicine) in Turkey between 2019 and 2022, was designed as action research and followed six stages: Deciding on the Area of Focus, Reconnaissance, Planning, Acting, Evaluation, and Monitoring, utilizing both qualitative and quantitative data for program development based on the ARCS-V (Attention, Relevance, Confidence, Satisfaction, and Volition) Motivation Model and ADDIE (Analysis, Design, Development, Implementation, and Evaluation) instructional design model. The program was based on the ARCS-V motivational design model, included three sessions and, was hybrid. Tactics and strategies from the motivational model were used throughout the online and face-to-face training process. RIPLS (Readiness for Interprofessional Learning Scale) and ARCS-V measurement tools were used to measure the effectiveness of the training program. RIPLS was used as a pre-and post-test. The ARCS-V motivation scale was used at the end of the training. IPE Student Success Evaluation Form (SSEF) developed by researchers consists of seven sub-dimensions. The maximum score on the scale is 33. Data were analyzed using the Chi-Square test, Independent test, Wilcoxon rank test, Mann-Whitney U test, and one-way analysis of variance.
The IPE program titled Chronic Disease Management and Patient Safety was implemented as a hybrid, and 25 students participated. The RIPLS showed statistically significant increases in total scores (p= 0.00), Additionally, the ARCS-V scales revealed high levels of motivation, with average scores of 4.70 ± 0.35 for the Instructional Materials Motivation Survey (IMMS), 4.53 ± 0.40 for the Course Interest Survey (CIS), and 4.48 ± 0.48 for the Volition For Learning Scale (VFLS). It was found that the scenarios, multimedia elements, messages, e-mails, reflection assignments, and group tasks embedded in the learning content increased students' motivation and interest. According to the IPE-SSEF, all students were successful and passed the 60% limit.
The present study offers universities an IPE program themed on "Chronic Disease Management and Patient Safety". This program design can be used for training healthcare professionals who can build strong relationships with patients, are able to define needs, and are competent in interprofessional communication, collaborative leadership, teamwork, ethics, roles responsibilities, and lifelong learning.
本研究的目的是开发并实施一项跨专业教育（IPE）项目，通过一个主题激发医学生的学习积极性，从而提高他们的学习效果。
该研究于2019年至2022年在土耳其的一所大学（该校设有健康科学、牙科和医学三个学院）开展，采用行动研究法，遵循六个阶段：确定重点领域、调研、规划、行动、评估和监测。基于ARCS-V（注意力、相关性、信心、满意度和意愿）动机模型和ADDIE（分析、设计、开发、实施和评估）教学设计模型，利用定性和定量数据进行项目开发。该项目基于ARCS-V动机设计模型，包括三个课程单元，采用混合式教学。在整个线上和面对面培训过程中都运用了动机模型中的策略和方法。使用跨专业学习准备量表（RIPLS）和ARCS-V测量工具来评估培训项目的效果。RIPLS用于前后测试。培训结束时使用ARCS-V动机量表。研究人员编制的IPE学生成功评估表（SSEF）由七个子维度组成。该量表的最高分是33分。数据采用卡方检验、独立样本检验、威尔科克森秩和检验（Wilcoxon rank test）、曼-惠特尼U检验（Mann-Whitney U test）和单因素方差分析进行分析。
以“慢性病管理与患者安全”为主题的IPE项目采用混合式教学方式实施，25名学生参与。RIPLS显示总分有统计学意义的提高（p = 0.00）。此外，ARCS-V量表显示学生积极性较高，教学材料动机调查（IMMS）平均得分（4.70 ± 0.35）、课程兴趣调查（CIS）平均得分（4.53 ± 0.40）、学习意愿量表（VFLS）平均得分（4.48 ± 0.48）。研究发现，学习内容中嵌入的情景、多媒体元素、信息、电子邮件、反思作业和小组任务提高了学生的积极性和兴趣。根据IPE-SSEF，所有学生都取得了成功，超过了60%的及格线。
本研究为大学提供了一个以“慢性病管理与患者安全”为主题的IPE项目。这种项目设计可用于培训能够与患者建立良好关系、能够确定需求、具备跨专业沟通、协作领导、团队合作、伦理、角色职责和终身学习能力的医疗专业人员。
