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首页> 外文期刊>BMC Medical Education >Understanding students’ readiness for interprofessional learning in an Asian context: a mixed-methods study
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Understanding students’ readiness for interprofessional learning in an Asian context: a mixed-methods study

机译：在亚洲背景下了解学生对跨专业学习的准备程度：混合方法研究

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Background Healthcare is generally provided by various health professionals acting together. Unfortunately, poor communication and collaboration within such healthcare teams often prevent its members from actively engaging in collaborative decision-making. Interprofessional education (IPE) which prepares health professionals for their collaborative role in the healthcare system may partially address this problem. This study aimed to investigate: 1) students’ readiness for IPE in an Asian context, 2) the most important factors influencing students’ perceptions of IPE, 3) the reasons underlying such perceptions, and 4) the factors mitigating or promoting their sense of readiness. Methods To identify students’ perceptions of IPE, we administered the Readiness for Interprofessional Learning Scale (RIPLS) to 398 in approximately 470 students from a range of health professions (medicine, nursing, midwifery and dentistry). The questionnaire included factors that could potentially influence readiness for IPE as found in the literature (GPA, etc.). To enhance our understanding of the responses to the RIPLS and to explore the reasons underlying them, we conducted 4 mono-professional focus group discussions (FGDs). We ran a statistical analysis on the quantitative data, while performing a thematic content analysis of the qualitative data using ATLAS.ti (version 7). Results Medical students seemed to be the most prepared for IPE. Students’ perceptions of IPE were conditioned by the study programme they took, their GPA, intrinsic motivation and engagement in the student council connoting experience of working with students from different programmes. Focus groups further revealed that: 1) early exposure to clinical practice triggered both positive and negative perceptions of IPE and of its importance to learning communication and leadership skills, 2) medical students caused insecurity and disengagement in other students, 3) medical students felt pressured to be leaders, and 4) there was a need to clarify and understand each other’s profession and the boundaries of one’s own profession. Conclusion Students were generally favourable to IPE, appreciating the opportunity it offered them to hone their interprofessional leadership, collaboration and communication skills and to learn to address the problem of role blurring. Hence, we judge the Asian context ready to implement IPE, allowing health professions students in Asian countries to reap its benefits. The present study revealed several important reasons underlying students’ positive and negative perceptions of IPE implementation which may be addressed during the interprofessional learning process.
机译：背景技术保健通常由一起行动的各种保健专业人员提供。不幸的是，在这样的医疗团队中，沟通和协作不力通常会阻止其成员积极参与协作决策。专业间教育（IPE）使卫生专业人员在医疗保健系统中发挥协作作用，这可以部分解决此问题。这项研究旨在调查：1）在亚洲背景下学生对IPE的准备程度; 2）影响学生对IPE看法的最重要因素; 3）引起这种看法的原因;以及4）减轻或促进他们对IPE看法的因素。准备就绪。方法为了确定学生对IPE的看法，我们对来自不同卫生专业（医学，护理，助产士和牙科）的470名学生中的398名进行了跨专业准备程度量表（RIPLS）。问卷调查包括可能会影响文献中（GPA等）的IPE准备的因素。为了增强我们对RIPLS响应的理解并探究其根源，我们进行了4次单专业焦点小组讨论（FGD）。我们对定量数据进行了统计分析，同时使用ATLAS.ti（版本7）对定性数据进行了主题内容分析。结果医学生似乎对IPE的准备最充分。学生对IPE的看法取决于他们参加的学习计划，他们的GPA，内在动机和对学生会的参与，这意味着与不同计划的学生合作的经验。焦点小组进一步揭示：1）早期接触临床实践会激发人们对IPE的正面和负面认识，以及其对学习沟通和领导技能的重要性; 2）医学院学生引起其他学生的不安全感和脱离接触; 3）医学院学生感到压力重重成为领导者; 4）有必要澄清和理解彼此的职业以及自己职业的界限。结论学生总体上对IPE有利，赞赏IPE为他们提供了磨练专业间领导，协作和沟通技巧以及学习解决角色模糊问题的机会。因此，我们判断亚洲已准备好实施IPE，从而使亚洲国家的卫生专业学生可以从中受益。本研究揭示了学生对IPE实施的正面和负面看法的几个重要原因，这可以在跨专业学习过程中解决。

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