巴基斯坦俾路支省医疗保健专业学生的跨专业教育准备情况。
Readiness for inter-professional education among healthcare professions students in Balochistan, Pakistan.
作者信息
Shah Sana, Sethi Ahsan, Khattak Almas, Junaid Syed Muhammad
机构信息
Sana Shah, BDS, MHPE. Medical Education Department, Islam Medical College, Sialkot, Pakistan.
Ahsan Sethi, BDS, MPH, MMEd (UK), PhD (UK) College of Health Sciences, QU Health, Qatar University, Doha, Qatar.
出版信息
Pak J Med Sci. 2025 Apr;41(4):1098-1104. doi: 10.12669/pjms.41.4.10850.
OBJECTIVES
The study aimed to assess the readiness of undergraduate healthcare students in Balochistan, Pakistan's regarding Interprofessional Education (IPE). It also compared readiness across disciplines, academic years, and institutional settings.
METHODS
This analytical cross-sectional study was conducted among 374 undergraduate students from medical, nursing, physical therapy, and pharmacy programs across various institutions in Balochistan from March, 2021 to August, 2021. Data was collected using the "Readiness for Interprofessional Learning Scale" (RIPLS) to measure students' preparedness for IPE. Statistical analyses, including t-tests and ANOVA, were performed to examine differences in readiness based on gender, institutional setting, discipline, and academic year.
RESULTS
The total mean RIPLS score was 40.07 (SD=9.323), with subscale scores for teamwork and collaboration (15.89), negative professional identity (9.59), positive professional identity (7.48), and roles and responsibilities (7.10). No gender differences were found in RIPLS subscales, but private institution students had more negative professional identity perceptions (p=0.018). Significant differences in teamwork and collaboration (p<0.001) and positive professional identity (p=0.001) were observed across disciplines, with pharmacy students showing the highest scores. Year V students showed the highest readiness for teamwork (p<0.001) and Year III students had the highest positive professional identity (p=0.034).
CONCLUSION
The study revealed an overall low level of readiness for IPE among healthcare students in Balochistan, with notable variations based on discipline and academic year. To improve IPE readiness, there is a need for enhanced integration of IPE principles into the curriculum, increased interprofessional interactions, and a focus on addressing the challenges specific to the region. Implementing these changes could better prepare students for collaborative practice and improve patient care outcomes.
目的
本研究旨在评估巴基斯坦俾路支省本科医护专业学生对跨专业教育（IPE）的准备情况。同时还比较了不同学科、学年和机构环境下的准备情况。
方法
本分析性横断面研究于2021年3月至2021年8月在俾路支省各机构的医学、护理、物理治疗和药学专业的374名本科生中进行。使用“跨专业学习准备量表”（RIPLS）收集数据，以衡量学生对IPE的准备程度。进行了包括t检验和方差分析在内的统计分析，以检验基于性别、机构环境、学科和学年的准备情况差异。
结果
RIPLS总平均分为40.07（标准差=9.323），团队合作与协作子量表得分（15.89）、消极职业认同子量表得分（9.59）、积极职业认同子量表得分（7.48）以及角色与职责子量表得分（7.10）。在RIPLS子量表中未发现性别差异，但私立机构的学生消极职业认同观念更强（p=0.018）。各学科在团队合作与协作（p<0.001）和积极职业认同（p=0.001）方面存在显著差异，药学专业学生得分最高。五年级学生在团队合作方面的准备程度最高（p<0.001），三年级学生的积极职业认同最高（p=0.034）。
结论
该研究表明，俾路支省医护专业学生对IPE的总体准备水平较低，且因学科和学年存在显著差异。为提高对IPE的准备程度，需要将IPE原则更好地融入课程，增加跨专业互动，并关注解决该地区特有的挑战。实施这些变革可以让学生更好地为协作实践做好准备，并改善患者护理结果。
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