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首页> 外文期刊>Kaohsiung Journal of Medical Sciences >The impact of an interprofessional problem-based learning curriculum of clinical ethics on medical and nursing students' attitudes and ability of interprofessional collaboration: A pilot study
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The impact of an interprofessional problem-based learning curriculum of clinical ethics on medical and nursing students' attitudes and ability of interprofessional collaboration: A pilot study

机译：基于问题的跨专业的临床伦理学学习课程对医学和护理专业学生的态度和跨专业合作能力的影响：一项试点研究

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Clinical ethic situations in modern multiprofessional healthcare systems may involve different healthcare professions who work together for patient care. The undergraduate interprofessional education of clinical ethics would help to incubate healthcare students' ability of interprofessional collaboration in solving ethical problems. However, the impact from an interprofessional educational model on student's attitudes and confidence of interprofessional collaboration should be carefully evaluated during the process of curricular development. This study aimed to conduct a pilot interprofessional PBL curriculum of clinical ethics and evaluate the curricular impact on interprofessional students' attitude and confidence of collaborative teamwork. Thirty-six medical and nursing students volunteered to participate in this study and were divided into three groups (medical group, nursing group, and mixed group). Tutors were recruited from the Medical School and the College of Nursing. The pilot curriculum included one lecture of clinical ethics, one PBL case study with two tutorial sessions, and one session of group discussion and feedback. A narrative story with multiple story lines and a multiperspective problem analysis tool were used in the PBL tutorials. The students' self-evaluation of learning questionnaire was used to evaluate students' learning of clinical ethics and interprofessional collaborative skills and attitude. The internal consistency of the questionnaire was measured by Cronbach α, and the criterion-related validity of the questionnaire was evaluated through associations between the dimension scores with the student group by one-way analysis of variance test (ANOVA) test and Tukey-Kramer honestly significant difference (HSD) comparison. There was significant difference among different groups in students' ability and attitudes about “interprofessional communication and collaboration” ( p ?=?0.0184). The scores in the mixed group (37.58?±?3.26) were higher than the medical group (32.10?±?4.98). In conclusion, our model for the interprofessional PBL curriculum of clinical ethics is practicable and will produce positive impacts on students' attitudes and confidence of interprofessional collaboration.
机译：现代多专业医疗保健系统中的临床伦理状况可能涉及不同的医疗保健专业人员，他们一起为患者护理。本科生间的职业道德教育将有助于培养医护人员在解决道德问题方面的跨专业合作能力。但是，在课程开发过程中，应仔细评估跨专业教育模式对学生态度和跨专业合作信心的影响。这项研究的目的是进行临床伦理学的跨专业PBL试点课程，并评估课程对跨专业学生的态度和协作团队信心的影响。 36名医学和护理专业的学生自愿参加了这项研究，并分为三组（医学组，护理组和混合组）。从医学院和护理学院招募了导师。试点课程包括一期临床伦理学讲座，一期PBL案例研究（包括两节教程）以及一堂小组讨论和反馈。 PBL教程中使用了具有多个故事情节的叙事故事和多角度的问题分析工具。使用学生的自我评估学习问卷来评估学生的临床道德和专业间协作技能和态度的学习情况。用Cronbachα衡量问卷的内部一致性，并通过方差分析（ANOVA）和Tukey-Kramer的单向分析通过维度得分与学生组之间的关联来评估问卷的与标准相关的有效性显着差异（HSD）比较。不同群体在学生对“专业间的沟通与协作”的能力和态度上存在显着差异（p = 0.0184）。混合组（37.58±3.26）的得分高于医疗组（32.10±4.98）。总之，我们的跨专业PBL临床伦理课程模型是切实可行的，它将对学生的态度和跨专业合作的信心产生积极影响。

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