Student and community insights on interprofessional health education
Notice bibliographique
Résumé
In Northern Ontario, interprofessional education (IPE) is offered at the undergraduate level to improve collaborative healthcare delivery and access to services for vulnerable people. However, the Institute of Medicine (IOM) expressed concern about the lack of convincing evidence of the beneficial effects of IPE interventions leading to enhanced patient care. The IOM also noted an absence of comprehensive explanations regarding how students experience collaborative learning. My study aimed to understand whether the teaching of six interprofessional competencies to undergraduate students attending a northern academic institution enhances 1) perceived interprofessional collaboration and 2) students' awareness and sensitivity regarding the needs of vulnerable people. This mixed-methods study, integrating certain principles of action research, was conducted within the context of an IPE program involving 67 participants from two cohorts, 2019 and 2020. The sequential explanatory mixed-methods design included a retrospective prepost self-assessment survey and interviews with students and community members. The results showed that the IPE program supported an understanding of IPE within both classroom and community settings. Following participation in the IPE program, statistically significant differences in pre-post scores were identified for each of six interprofessional competency domains. Three forms of qualitative data supported the analysis; these included interviews with students, interviews with two community partners and students’ anonymous written reflections. Qualitative analysis revealed that classroom and community experiences enhanced the understanding of competencies and supported collaboration as well as connection amongst students from diverse disciplines. The analysis also revealed an enhanced awareness of community members' lived realities. The results demonstrated that students and the community benefitted from the educational IPE program. The participants showed increased collaboration and motivation to work with vulnerable populations. Participation in the IPE program also increased awareness, sensitivity, and advocacy for the diverse needs of community members. Student-led health promotion organizations emerged as a sustainable and flexible experience that enabled students to integrate various IPE experiences, advance collaboration and enhance their ability to work with underserved populations. Key limitations of the study stem from the impacts of COVID-19 which limited access to community partners. In addition, relatively small sample sizes for the quantitative surveys (n=44) limit the generalizability of these findings. Moreover, the study design did not allow for an examination of gender, age or cultural differences. Future studies could address these issues as well as examine the long-term effects of IPE education on post-graduation experiences.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,008 | 0,008 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,002 | 0,002 |
| Études des sciences et des technologies | 0,018 | 0,013 |
| Communication savante | 0,012 | 0,005 |
| Science ouverte | 0,002 | 0,013 |
| Intégrité de la recherche | 0,003 | 0,007 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,008 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».