Outcomes from Classroom, Simulation, and Clinical Experiences in an Interprofessional Education Setting

Sherleena A. Buchman, J. DiGiovanni
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Abstract

Upon entering the workforce, many healthcare professionals are expected to work as members of an interprofessional team. This contrasts with the current educational model at many universities where students are taught in silos about their own professions. This article describes a 15-week interprofessional course experience and outcomes related to didactic, simulation, and clinical experience over three semesters representing eight different professions in one University. This course allowed students to learn not only about each other’s professions through classroom, presentations, but also to learn from and with each other through a series of high-fidelity simulation and clinical experiences. Three different measurements were used including a readiness to learn survey, introduction survey and a pre/post-interprofessional competencies survey. Quantitative analysis was completed on the pre-and post-surveys. Surveys were analyzed and students’ self-efficacy ratings showed significant improvements in the areas of Teamwork, Roles/Responsibilities, and Communication as well as an increase in knowledge of areas of patient centered care and interdisciplinary teamwork. Areas that involved Teamwork and Roles/Responsibilities regarding other professions were the largest improvements over the course of the semester. This indicates that the interprofessional course emphasized learning in these domains as it would be the most beneficial to learn.
跨专业教育背景下课堂、模拟和临床经验的结果
在进入劳动力市场后,许多医疗保健专业人员被期望作为跨专业团队的成员工作。这与目前许多大学的教育模式形成了鲜明对比,在这种模式下,学生们只能在各自的专业领域里学习。这篇文章描述了一个为期15周的跨专业课程的经历和结果,涉及三个学期的教学、模拟和临床经验,代表了一所大学八个不同的专业。这门课程不仅让学生通过课堂、演讲了解彼此的专业,还让学生通过一系列高保真的模拟和临床经验相互学习。使用了三种不同的测量方法,包括学习准备调查、介绍调查和专业前/专业后能力调查。对调查前后进行定量分析。通过对调查结果的分析,学生的自我效能评分在团队合作、角色/责任和沟通方面有了显著的提高,在以病人为中心的护理和跨学科团队合作方面的知识也有所增加。涉及团队合作和其他职业角色/责任的领域是本学期课程中最大的进步。这表明跨专业课程强调在这些领域学习,因为这将是最有益的学习。
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