Student and community insights on interprofessional health education
Notice bibliographique
Résumé
In Northern Ontario, interprofessional education (IPE) is offered at the undergraduate level to \nimprove collaborative healthcare delivery and access to services for vulnerable people. However, \nthe Institute of Medicine (IOM) expressed concern about the lack of convincing evidence of the \nbeneficial effects of IPE interventions leading to enhanced patient care. The IOM also noted an \nabsence of comprehensive explanations regarding how students experience collaborative \nlearning. My study aimed to understand whether the teaching of six interprofessional \ncompetencies to undergraduate students attending a northern academic institution enhances 1) \nperceived interprofessional collaboration and 2) students' awareness and sensitivity regarding the \nneeds of vulnerable people. \nThis mixed-methods study, integrating certain principles of action research, was \nconducted within the context of an IPE program involving 67 participants from two cohorts, \n2019 and 2020. The sequential explanatory mixed-methods design included a retrospective prepost self-assessment survey and interviews with students and community members. The results \nshowed that the IPE program supported an understanding of IPE within both classroom and \ncommunity settings. Following participation in the IPE program, statistically significant \ndifferences in pre-post scores were identified for each of six interprofessional competency \ndomains. Three forms of qualitative data supported the analysis; these included interviews with \nstudents, interviews with two community partners and students’ anonymous written reflections. \nQualitative analysis revealed that classroom and community experiences enhanced the \nunderstanding of competencies and supported collaboration as well as connection amongst \nstudents from diverse disciplines. The analysis also revealed an enhanced awareness of \ncommunity members' lived realities. The results demonstrated that students and the community benefitted from the educational IPE program. The participants showed increased collaboration \nand motivation to work with vulnerable populations. Participation in the IPE program also \nincreased awareness, sensitivity, and advocacy for the diverse needs of community members. \nStudent-led health promotion organizations emerged as a sustainable and flexible experience that \nenabled students to integrate various IPE experiences, advance collaboration and enhance their \nability to work with underserved populations. Key limitations of the study stem from the impacts \nof COVID-19 which limited access to community partners. In addition, relatively small sample \nsizes for the quantitative surveys (n=44) limit the generalizability of these findings. Moreover, \nthe study design did not allow for an examination of gender, age or cultural differences. Future \nstudies could address these issues as well as examine the long-term effects of IPE education on \npost-graduation experiences.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,005 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,004 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,005 | 0,000 |
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 tête enseignante, 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 ».