Student Evaluation of Interprofessional Experiences between Medical and Graduate Biomedical Students.

Journal of research in interprofessional practice and education Pub Date : 2019-01-01 DOI:10.22230/jripe.2019v9n1a274

Corri B Levine, Maria Ansar, Andrea Dimet, Austin Miller, Joon Moon, Christopher Rice, August Schaeffer, Jourdan Andersson, Shaunte Ekpo-Out, Erica McGrath, Huda Sarraj

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Abstract

Background: Interprofessional education (IPE) has fostered increased collaboration and appreciation for different disciplines among health professionals but has yet to be established in a translational research setting. Interprofessional experiences (IPEx) implemented early in student training could increase translational research productivity.

Methods and findings: Ten students involved in an IPE curriculum wrote autoethnographic accounts that were coded and emergent themes were grouped through constant comparative analysis. IPE led to improvements in communication, trust, appreciation, and an increased desire to seek IPE in future careers. Challenges included administrative barriers and interpersonal conflicts.

Conclusions: Participants found IPE beneficial to their careers and developed a respect for each other's discipline. To implement IPE, institutions should consider possible administrative challenges and inclusion of conflict management training.

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医学生和生物医学研究生跨专业经验的学生评估。

背景跨专业教育（IPE）促进了卫生专业人员之间对不同学科的合作和欣赏，但尚未在转化研究环境中建立。在学生培训的早期实施跨专业经验（IPEx）可以提高转化研究的生产力。方法和发现参与IPE课程的十名学生撰写了自己的民族志描述，这些描述是编码的，并通过不断的比较分析对新兴主题进行分组。IPE带来了沟通、信任、欣赏的改善，并增加了在未来职业生涯中寻求IPE的愿望。挑战包括行政障碍和人际冲突。结论参与者发现IPE对他们的职业生涯有益，并培养了对彼此学科的尊重。为了实施IPE，各机构应考虑可能存在的行政挑战，并纳入冲突管理培训。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Journal of research in interprofessional practice and education

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