What did first-year students experience during their interprofessional education? A qualitative analysis of e-portfolios
What did first-year students experience during their interprofessional education? A qualitative analysis of e-portfolios
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DOI：
10.1080/13561820.2018.1427051
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发表时间：
2018-01-01
影响因子：
2.7
通讯作者：
Osakabe, Keitaro
中科院分区：
文献类型：
--
作者：
Imafuku, Rintaro;Kataoka, Ryuta;Osakabe, Keitaro
跨专业协作是综合患者护理的重要方法。正如先前的研究所指出的那样，跨专业教育（IPE）必须以逐步的，系统的方式整合到本科健康专业教育计划中。鉴于这一观点，第一年IPE是建立跨专业协作实践基础的关键机会。这项研究旨在探索一年级学生的学习过程以及他们在为期一年的IPE计划中学习看法的纵向变化。数据是在日本医科大学收集的，其中IPE计划采用了不同的教学方法。其中一些方法包括基于问题的跨专业学习，早期曝光和基于互动讲座的教学。学生必须提交书面反思作为形成性评估。这项研究对一系列26名学生的电子港口食品中的104个书面反思进行了归纳性主题分析。从学生角度来看，与学习成果有关的主题包括沟通（例如，积极的聆听和可理解的解释），团队和团队合作（例如相互参与和领导力和领导力），作为小组成员的角色/责任（例如，自我指导的学习和信息素养），以及作为卫生专业人员的角色/责任（例如，在跨专业团队中了解学生自己的专业和相互尊重）。该研究还表明，在IPE的不同阶段，学生学习过程的三种观点，即学生成为积极和负责任的学习者的过程，强调了团队合作的增强，并发展了自己的跨专业身份。这项研究揭示了为期一年的IPE计划中的第一年学生学习过程，并阐明了第一年IPE计划在整个课程中的作用。研究结果表明，学生积极参与IPE计划，促进了他们作为跨专业协作实践的卫生专业人员对沟通/团队合作和身份形成的基本理解。
Interprofessional collaboration is an essential approach to comprehensive patient care. As previous studies have argued, interprofessional education (IPE) must be integrated in a stepwise, systematic manner in undergraduate health profession education programmes. Given this perspective, first-year IPE is a critical opportunity for building the foundation of interprofessional collaborative practice. This study aims to explore the first-year students' learning processes and the longitudinal changes in their perceptions of learning in a year-long IPE programme. Data were collected at a Japanese medical university, in which different pedagogical approaches are adopted in the IPE programme. Some of these approaches include interprofessional problem-based learning, early exposure, and interactive lecture-based teaching. The students are required to submit written reflections as a formative assessment. This study conducted an inductive thematic analysis of 104 written reflections from a series of e-portfolios of 26 first-year students. The themes related to learning outcomes from student perspectives included communication (e.g., active listening and intelligible explanation), teams and teamwork (e.g., mutual engagement and leadership), roles/responsibilities as a group member (e.g., self-directed learning and information literacy), and roles/responsibilities as a health professional (e.g., understanding of the student's own professional and mutual respect in an interprofessional team). The study also indicated three perspectives of students' learning process at different stages of the IPE, i.e., processes by which students became active and responsible learners, emphasised the enhancement of teamwork, and developed their own interprofessional identities. This study revealed the first-year students' learning processes in the year-long IPE programme and clarified the role of the first-year IPE programme within the overall curriculum. The findings suggest that the students' active participation in the IPE programme facilitated their fundamental understanding of communication/teamwork and identity formation as a health professional in interprofessional collaborative practice.