Interprofessional education program for medical and nursing students: interprofessional versus uniprofessional

Abstract

This study determined the effects of interprofessional education (IPE) on self-efficacy and attitude by comparing an interprofessional (IP) group of medical students (MSs) and nursing students (NSs) and a uniprofessional (UP) group of MSs. Methods: An experimental IP group consisting of 49 MSs and 62 NSs was selected, alongside a UP control group of 48 other MSs. The groups participated in a class titled "Team Communication and Interprofessional Collaboration." A sub-analysis of the two groups' professions was also conducted. The groups participated in the same lesson separately, with a week's interval. The Interprofessional Attitudes Scale (IPAS) and the Self-Efficacy Perception for Interprofessional Experiential Learning (SEIEL) scale were used before and after the class to compare changes in reports of self-efficacy and attitudes in both groups. Students' responses to learning experiences and satisfaction were also evaluated. Results: IPAS and SEIEL values increased after the class for MSs in both groups; there were no differences between the groups. IPAS and SEIEL values increased after the class in MSs and NSs in the IP group, and the effect size for IPAS was larger for IP-group NSs than for IP-group MSs. Satisfaction scores exceeded 3.70 in both groups. Conclusion: The UP group showed similar IPE effects as the IP group, as measured by SEIEL and IPAS, in a single IPE program that used role-play and case-based discussion. However, it would be desirable for the UP group to interact with other professions to improve understanding and experience.

The effect of the COVID-19 pandemic on the patient safety attitude of medical students

“…Its contents are based on the World Health Organization Patient Safety Curriculum for Medical Schools and the course is conducted 2 hours per week over 16 weeks [ 6 ]. In 2020, error disclosure exercises and interprofessional education were conducted offline as before [ 7 ] ( Table 1 ). When students finished the course, they were encouraged to voluntarily participate in the survey of the Attitudes to Patient Safety Questionnaire (APSQ) to measure their attitude to patient safety as one of the elements of course evaluation.…”

“…In 2020, error disclosure exercises and interprofessional education were conducted offline as before [7] (Table 1).…”

The Current Status and Needs Analysis of Interprofessional Education in Korean Medical Colleges

“…아울러, IPE의 교육중재 효과성에 대한 연구도 다수 보고되었다. IPE에 참여한 학생이 그렇지 않는 학생에 비해 전문직 간 협업역량이 더 높았고 [17][18][19], 환자안 전 역량에 향상을 보였으며 [20], 서로의 역할에 대해 잘 이해하고 [3,18,21,22], 전문직 간 수행과 자기효능감에도 긍정적인 변화를 나타냈다 [23].…”

“…이와 대조적으로 국내는 아직 IPE 개념을 제대로 정립하지 못했 고, 교수와 학생 모두 IPE 인식도가 낮으며, IPE 교육경험이 미흡하 지만 [23,24], IPE의 필요성과 중요성의 인식은 긍정적인 편이다 [24,25]. 국내에서 2017년에 본격적으로 IPE가 의학교육주제로 소 개된 후 [25], 최근 2년간 의과대학 및 의학전문대학원(의대)과 간호 대학(간호대)을 중심으로 IPE 시행결과가 발표되었다 [18,19,22,[26][27][28] Narrative responses and content analysis.…”

“…. 그 결과들을 살펴보면, 주로 임상실습 경험이 있는 학생을 대상으로 정규과정이 아닌 일회성 프로그램을 시행하였고, 팀 의사 소통과 협업, 타 전문직의 역할 이해, 팀워크, 환자안전, 전문직 정체 성 등에서 긍정적인 교육효과를 보고하였다[18,19,22,28]. 비록 IPE 대상, 학습성과, 교육방법과 평가방법 등 프로그램의 구성은 달랐으 나, IPE의 효과성 검증과 교육확대의 요구는 증가하고 있음을 알 도입 타당성 검토에 필요한 근거자료와 IPE 설계와 교수개발을 위한 구체적인 지침을 마련하여 각 대학에 제공하는 사업을 추진하고자 한다.…”