目的 了解不同专业医学本科生的跨专业学习态度,为医学院校跨专业教育的开展提供参考。方法 采用跨专业学习准备状态量表对四川大学临床医学专业、护理学专业、预防医学专业和康复治疗学专业的453名本科生进行问卷调查。对收集到的数据进行描述性统计、独立样本t检验和单因素方差分析。结果 4个专业本科生的跨专业学习准备量表总分为(71.70±11.61)分,量表中3个维度的得分分别为:团队合作(35.25±6.68)分,职业认同(26.72±5.12)分,角色与责任维度(9.74±2.03)分。不同专业学生的职业认同、角色与责任维度得分有差异,不同年级学生的角色与责任维度得分有差异,有临床经验的学生的角色与责任维度得分低于无临床工作经验者,差异均具有统计学意义(均P<0.05)。结论 医学本科生的跨专业学习态度有待进一步提升,不同专业、不同年级及有无临床经验对学生跨专业合作态度有影响。医学教育者应针对不同学生的特征在学习早期实施跨专业教育,以促进学生早期形成积极的跨专业态度和团队合作意识,提升其团队合作能力和服务质量。
Objective To investigate the attitude of health professional undergraduate students towards interprofessional learning and provide effective evidence for the setting of interprofessional education.Methods 453 health professional undergraduate students majoring in medicine, nursing, preventive medicine and rehabilitation treatment were measured by the Readiness for Interprofessional Learning Scale (RIPLS). Collected data was performed by mean ± standard deviation (SD), frequency, and percentage and analyzed by independent t test and one-way analysis of variance (ANOVA).Results The overall RIPLS score of students from the four major was (71.70±11.61), the subscales score of teamwork and collaboration, professional identity, and roles and responsibilities of RIPLS were (35.25±6.68), (26.72±5.12), (9.74±2.03), respectively. Statistical analyses revealed significant differences in professional identity, roles and responsibilities scores by professions, roles and responsibilities scores by grades and students who had clinical practice had lower scores of roles and responsibilities than these without clinical practice (all P<0.05).Conclusions Health professional undergraduate students' attitudes towards interprofessional learning were not positive. Professions, grades and the experience of clinical practice were factors associated with attitudes towards interprofessional collaboration. Therefore, educators should implement interprofessional education for health professional undergraduate students in the early education, which can promote teamwork and improve quality of care.
[1] D'Amour D, Ferrada-Videla M, San MRL, et al. The conceptual basis for interprofessional collaboration:Core concepts and theoretical frameworks[J]. J Interprof Care, 2005,19 Suppl 1:116-131. DOI: 10.1080/13561820500082529.
[2] Olenick M, Allen LR, Smego RA. Interprofessional education:A concept analysis[J]. Adv Med Educ Pract, 2010,1:75-84. DOI: 10.2147/AMEP.S13207.
[3] Pinto A, Lee S, Lombardo S, et al. The impact of structured inter-professional education on health care professional students' perceptions of collaboration in a clinical setting[J]. Physiother Can, 2012,64(2):145-156. DOI: 10.3138/ptc.2010-52.
[4] Reid R, Bruce D, Allstaff K, et al. Validating the Readiness for Interprofessional Learning Scale (RIPLS) in the postgraduate context:Are health care professionals ready for IPL [J]? Med Educ, 2006,40(5):415-422. DOI: 10.1111/j.1365-2929.2006.02442.x.
[5] Curran VR, Sharpe D, Flynn K, et al. A longitudinal study of the effect of an interprofessional education curriculum on student satisfaction and attitudes towards interprofessional teamwork and education[J]. J Interprof Care, 2010,24(1):41-52. DOI: 10.3109/13561820903011927.
[6] Parsell G, Bligh J. The development of a questionnaire to assess the readiness of health care students for interprofessional learning (RIPLS)[J]. Med Educ, 1999,33(2):95-100.
[7] Aziz Z, Teck LC, Pang YY. The attitudes of medical, nursing and pharmacy students to inter-professional learning[J]. Procedia Soc Behav Sci, 2011, 29(4):639-645. DOI:10.1016/j.sbspro.2011.11.287.
[8] 王荣梅, 史念珂, 白锦兵, 等. 护理学和临床医学专业学生跨专业学习态度的对比研究[J].中国实用护理杂志,2014,30(36):15-18. DOI: 10.3760/cma.j.issn.1672-7088.2014.36.004.
Wang RM, Shi NK, Bai JB, et al. The attitudes towards interprofessional learning between nursing students and medical students[J].Chin J Prac Nurs,2014,30(36):15-18. DOI: 10.3760/cma.j.issn.1672-7088.2014.36.004.
[9] Lohenry K, Lie D, Fung CC, et al. Interprofessional education: What measurable learning outcomes are realistic for the physician assistant profession [J]. J Physician Assist Educ, 2016,27(2):63-67.DOI:10.1097/JPA.0000000000000072.
[10] Keshtkaran Z, Sharif F, Rambod M. Students' readiness for and perception of inter-professional learning:A cross-sectional study[J]. Nurse Educ Today, 2014,34(6):991-998. DOI: 10.1016/j.nedt.2013.12.008.
[11] World Health Organization. The framework for action on interprofessional education and collaborative practice[R]. Geneva: World Health Organization Press, 2010: 16-17.
[12] 于海容, 姜安丽. 国际医学领域跨专业教育研究的文献分析及对护理学的启示[J].护理学报,2015(22):1-6. DOI: 10.16460/j.issn1008-9969.2015.22.001.
Yu HR, Jiang AL. Literature on international medical trans-disciplinary education and its inspiration on nursing science in China[J].Journal of Nursing,2015(22):1-6. DOI: 10.16460/j.issn1008-9969.2015.22.001.
[13] Ohlén J, Segesten K. The professional identity of the nurse:Concept analysis and development[J]. J Adv Nurs, 1998, 28(4):720-7. DOI: 10.1046/j.1365-2648.1998.00704.x
[14] Horsburgh M,Lamdin R,Williamson E.Multiprofessional learning:The attitudes of medical, nursing and pharmacy students to shared learning[J]. Med Educ, 2001,35(9):876-883.
[15] Maharajan MK, Rajiah K, Khoo SP, et al. Attitudes and readiness of students of healthcare professions towards interprofessional learning[J]. PLoS One, 2017,12(1):e0168863. DOI: 10.1371/journal.pone.0168863.
