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首页> 外文期刊>Journal of interprofessional care >Which of the four models? Examining the measurement properties of the Interdisciplinary Education Perception Scale (IEPS) in healthcare and socialcare prelicensure curriculum in Hong Kong
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Which of the four models? Examining the measurement properties of the Interdisciplinary Education Perception Scale (IEPS) in healthcare and socialcare prelicensure curriculum in Hong Kong

机译：四种型号中的哪一个？ 在香港医疗保健和社会管理课程中审查跨学科教育感知规模（IEP）的测量特性

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摘要

Interdisciplinary Education Perception Scale (IEPS) is one of the popular measures of perceptions of collaboration. In its original inception, a four-factor model was proposed but subsequent study offered alternative measurement models: three-factor model, two-factor model, and further revision of the three-factor model. Despite the changes in the model structures, none of these has been examined in the Asian context which could have paved the way for local researchers to start representing Asian perspectives in the discussion of interprofessional practice and cooperation in medical education. This study therefore aimed to examine the measurement properties of the IEPS by testing the four a priori models using the data from 335 Chinese students from eight prelicensure health and social care programs from two universities in Hong Kong. Through item analysis, confirmatory factor analysis, and regression, the results suggest that the 12-item, three-factor model best represented the sample and was invariant across genders and year levels. Theoretical and practical implications to interdisciplinary education literature are discussed.
机译：跨学科教育感知规模（IEPS）是对合作看法的流行措施之一。在其原始的成立中，提出了一个四因素模型，但随后的研究提供了替代测量模型：三因素模型，双因子模型以及三因素模型的进一步修订。尽管模型结构发生了变化，但这些背景下都不是审查了本地研究人员的方式，以便在讨论医学教育的争议实践和合作时开始代表亚洲观点。因此，本研究旨在通过从来自香港两所大学的来自八个预测健康和社会护理计划的335名中国学生从335名中国学生的数据来测试IEP的测量性质。通过项目分析，确认因素分析和回归，结果表明，12项，三因素模型最佳代表样本，并在各级和年级中不变。讨论了对跨学科教育文献的理论和实践意义。

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