Attitudes of health sciences faculty members towards interprofessional teamwork and education
Attitudes of health sciences faculty members towards interprofessional teamwork and education
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DOI：
10.1111/j.1365-2923.2007.02823.x
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发表时间：
2007-09-01
影响因子：
6
通讯作者：
Forristall, Jennifer
中科院分区：
文献类型：
--
作者：
Curran, Vernon R.;Sharpe, Dennis;Forristall, Jennifer
教师的态度被认为是成功实施跨专业教育（IPE）的举措在学术健康科学设置的障碍。本研究的目的是检查教师的具体属性，这可能涉及到对IPE和跨专业teaming.METHODS的态度调查分发给所有的教师在医学，护理，药学和社会工作方案在我们的机构。受访者被要求评价他们的态度跨专业的医疗保健团队，IPE和跨专业的学习在学术环境中使用从同行评议的文献中采用的量表。还收集了有关受访者特征的信息，包括性别、IPE既往经验、年龄和实践经验年限等数据。医学教师对IPE、跨专业团队和跨专业学习的态度得分显著低于护理教师（P < 0.05）。女教师和教师谁报告的IPE先前的经验报告显着较高的平均得分（P < 0.05）。无论是年龄，多年的实践经验，也没有经验，作为一个健康的专业教育工作者出现了相关的整体态度的反应IPE或跨专业teaming.CONCLUSIONS的研究结果有影响IPE在学术机构和战略，以促进教师发展的举措。在IPE评价方面，研究结果还强调了在学术环境中引入新的IPE举措时，作为系统评价活动的一部分，测量基线态度结构的重要性。
OBJECTIVES Faculty attitudes are believed to be a barrier to successful implementation of interprofessional education (IPE) initiatives within academic health sciences settings. The purpose of this study was to examine specific attributes of faculty members, which might relate to attitudes towards IPE and interprofessional teamwork.METHODS A survey was distributed to all faculty members in the medicine, nursing, pharmacy and social work programmes at our institution. Respondents were asked to rate their attitudes towards interprofessional health care teams, IPE and interprofessional learning in an academic setting using scales adopted from the peer-reviewed literature. Information on the characteristics of the respondents was also collected, including data on gender, prior experience with IPE, age and years of practice experience.RESULTS A total response rate of 63.0% was achieved. Medicine faculty members reported significantly lower mean scores (P < 0.05) than nursing faculty on attitudes towards IPE, interprofessional teams and interprofessional learning in the academic setting. Female faculty and faculty who reported prior experience in IPE reported significantly higher mean scores (P < 0.05). Neither age, years of practice experience nor experience as a health professional educator appeared to be related to overall attitudinal responses towards IPE or interprofessional teamwork.CONCLUSIONS The findings have implications for both the advancement of IPE within academic institutions and strategies to promote faculty development initiatives. In terms of IPE evaluation, the findings also highlight the importance of measuring baseline attitudinal constructs as part of systematic evaluative activities when introducing new IPE initiatives within academic settings.