The positive impact of interprofessional education: a controlled trial to evaluate a programme for health professional students

BMC Medical Education

Sue Pullon⁵  James Stanley⁴  Meredith Perry³  Hazel Neser²  Ben Gray⁵  Louise Beckingsale¹  Sarah Donovan⁵  Eileen McKinlay⁵  Karen Coleman²  Ben Darlow² 

[1] Department of Human Nutrition, University of Otago, Wellington, Wellington South, New Zealand;Department of Radiation Therapy, University of Otago, Wellington, Wellington South, New Zealand;School of Physiotherapy, University of Otago, Wellington, Wellington South, New Zealand;Biostatistical Group, University of Otago, Wellington, Wellington South, New Zealand;Department Primary Health Care and General Practice, University of Otago, Wellington, Wellington South, New Zealand

关键词: Primary health care;    Radiation therapy;    Physiotherapy;    Medicine;    Dietetics;    Pre-licensure;    Pre-registration;    Long-term conditions management;    Interprofessional education;    Controlled trial;   

Others  :  1212088
DOI  :  10.1186/s12909-015-0385-3

 received in 2014-08-27, accepted in 2015-05-29,  发布年份 2015

【 摘 要 】

Background

Collaborative interprofessional practice is an important means of providing effective care to people with complex health problems. Interprofessional education (IPE) is assumed to enhance interprofessional practice despite challenges to demonstrate its efficacy. This study evaluated whether an IPE programme changed students’ attitudes to interprofessional teams and interprofessional learning, students’ self-reported effectiveness as a team member, and students’ perceived ability to manage long-term conditions.

Methods

A prospective controlled trial evaluated an eleven-hour IPE programme focused on long-term conditions’ management. Pre-registration students from the disciplines of dietetics (n = 9), medicine (n = 36), physiotherapy (n = 12), and radiation therapy (n = 26) were allocated to either an intervention group (n = 41) who received the IPE program or a control group (n = 42) who continued with their usual discipline specific curriculum. Outcome measures were the Attitudes Toward Health Care Teams Scale (ATHCTS), Readiness for Interprofessional Learning Scale (RIPLS), the Team Skills Scale (TSS), and the Long-Term Condition Management Scale (LTCMS). Analysis of covariance compared mean post-intervention scale scores adjusted for baseline scores.

Results

Mean post-intervention attitude scores (all on a five-point scale) were significantly higher in the intervention group than the control group for all scales. The mean difference for the ATHCTS was 0.17 (95 %CI 0.05 to 0.30; p = 0.006), for the RIPLS was 0.30 (95 %CI 0.16 to 0.43; p < 0.001), for the TSS was 0.71 (95 %CI 0.49 to 0.92; p < 0.001), and for the LTCMS was 0.75 (95 %CI 0.56 to 0.94; p < 0.001). The mean effect of the intervention was similar for students from the two larger disciplinary sub-groups of medicine and radiation therapy.

Conclusions

An eleven-hour IPE programme resulted in improved attitudes towards interprofessional teams and interprofessional learning, as well as self-reported ability to function within an interprofessional team, and self-reported confidence, knowledge, and ability to manage people with long-term conditions. These findings indicate that a brief intervention such as this can have immediate positive effects and contribute to the development of health professionals who are ready to collaborate with others to improve patient outcomes.

【 授权许可】

   
2015 Darlow et al.

【 图 表 】

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