Investigation on readiness for and attitude towards interprofessional learning among medical undergraduates_West China Medical Journal

Authors：

LU Jinling , ZHOU Yufeng , ZHU Hanfei ,  XU Qin

School of Nursing, Nanjing Medical University, Nanjing, Jiangsu 211166, P. R. China;

Corresponding?author：

XU Qin, Email: qinxu@njmu.edu.cn

Keywords：

Interprofessional education; Interprofessional learning; Medical college; Sophomore undergraduates

DOI：

10.7507/1002-0179.201911145

Video：

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Objective To investigate the status quo of readiness for and attitude towards interprofessional learning among sophomore undergraduates and analyze the correlation between them, so as to provide a reference for the development of interprofessional education in China.Methods From September to November 2018, with the convenience sampling method, the Chinese versions of Readiness for Interprofessional Learning Scale and Interdisciplinary Education Perception Scale were used to carry out a cross-sectional study among the second-year undergraduates of 2017 from a medical university in Nanjing.Results A total of 341 sophomores were surveyed. The median score of readiness for interprofessional learning was 69.00 with the interquartile range being 11.00, and the median score of attitude towards interprofessional collaboration was 86.00 with the interquartile range being 14.00. Additionally, there was a positive correlation between interprofessional readiness and attitude (r_s=0.282, P<0.001).Conclusion Sophomore undergraduates are generally in a positive state of readiness for interprofessional learning as well as attitude towards interprofessional collaboration, and there is a positive correlation between interprofessional readiness and attitude, suggesting that it is worth considering to carry out interprofessional education activities among medical sophomore undergraduates.

Citation： LU Jinling, ZHOU Yufeng, ZHU Hanfei, XU Qin. Investigation on readiness for and attitude towards interprofessional learning among medical undergraduates. West China Medical Journal, 2020, 35(12): 1490-1495. doi: 10.7507/1002-0179.201911145 Copy

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6.	管蕾, 楊釙, 范皚皚. “轉折”: 二年級學生發展的主題詞——基于北京高校學生發展調查數據的實證分析. 清華大學教育研究, 2013, 34(3): 108-117.
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12.	王喜益, 胡韻. 跨專業合作學習準備量表的信效度研究. 解放軍護理雜志, 2017, 34(2): 23-26, 47.
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19.	El-Awaisi A, Joseph S, El Hajj MS, et al. A comprehensive systematic review of pharmacy perspectives on interprofessional education and collaborative practice. Res Social Adm Pharm, 2018, 14(10): 863-882.
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21.	劉佃花, 朱亮, 肖澤宇. 美國藥學博士培養及對我國藥學教育的啟示. 藥學教育, 2016, 32(5): 1-4, 17.
22.	孫柳, 王艷玲, 肖倩, 等. 北京市三級甲等醫院臨床護士跨專業合作學習準備度和感知度的調查分析. 中華護理雜志, 2019, 54(3): 417-421.
23.	夏樺, 周云仙. 護理學專業本科新生的專業認知及其影響因素的質性研究. 解放軍護理雜志, 2015(19): 1-5.
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25.	Stull CL, Blue CM. Examining the influence of professional identity formation on the attitudes of students towards interprofessional collaboration. J Interprof Care, 2016, 30(1): 90-96.
26.	王雄偉. 醫學生職業認同現狀與影響因素研究. 中國社會醫學雜志, 2018, 35(5): 495-498.
27.	Cruess SR, Cruess RL, Steinert Y. Supporting the development of a professional identity: general principles. Med Teach, 2019, 41(6): 641-649.

1. Lennen N, Miller B. Introducing interprofessional education in nursing curricula. Teach Learn Nurs, 2017, 12(1): 59-61.
2. Frenk J, Chen L, Bhutta ZA, et al. Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. Lancet, 2010, 376(9756): 1923-1958.
3. Bridges D, Davidson RA, Soule OP, et al. Interprofessional collaboration: three best practice models of interprofessional education. Med Educ Online, 2011, 16: 6035.
4. Alruwaili A, Mumenah N, Alharthy N, et al. Students’ readiness for and perception of Interprofessional learning: a cross-sectional study. BMC Med Educ, 2020, 20(1): 390.
5. Sarantopoulos A, Pereira JA, Lamas J, et al. Healthcare and discourse: exploration of interprofessional learning within a Brazilian context. J Interprof Care, 2019, 33(5): 570-572.
6. 管蕾, 楊釙, 范皚皚. “轉折”: 二年級學生發展的主題詞——基于北京高校學生發展調查數據的實證分析. 清華大學教育研究, 2013, 34(3): 108-117.
7. Gahagan J, Hunter MS. The second-year experience: turning attention to the academy’s middle children. About Campus, 2006, 11(3): 17-22.
8. Thomas RC. Helping sophomores succeed: understanding and improving the second year experience. Charlotte: Southern Association for College Student Affairs, 2011: 89.
9. 時景璞. 臨床研究中樣本量的估計方法. 中國臨床康復, 2003, 7(10): 1569-1571.
10. Keshtkaran Z, Sharif F, Rambod M. Students’ readiness for and perception of inter-professional learning: a cross-sectional study. Nurse Educ Today, 2014, 34(6): 991-998.
11. 倪延延, 張晉昕. 假設檢驗時樣本含量估計中容許誤差δ的合理選取. 循證醫學, 2011, 11(6): 370-372.
12. 王喜益, 胡韻. 跨專業合作學習準備量表的信效度研究. 解放軍護理雜志, 2017, 34(2): 23-26, 47.
13. Luecht RM, Madsen MK, Taugher MP, et al. Assessing professional perceptions: design and validation of an Interdisciplinary Education Perception Scale. J Allied Health, 1990, 19(2): 181.
14. Reeves S, Fletcher S, Barr H, et al. A BEME systematic review of the effects of interprofessional education: BEME Guide No. 39. Med Teach, 2016, 38(7): 656-668.
15. 宋雨晴, 張婷, 陳紅. 跨專業教育在醫學本科教育中的實踐與效果. 中華醫學教育雜志, 2018, 38(4): 499-502.
16. Maharajan MK, Rajiah K, Khoo SP, et al. Attitudes and readiness of students of healthcare professions towards interprofessional learning. PLoS One, 2017, 12(1): e168863.
17. Williams B, Boyle M, Brightwell R, et al. A cross-sectional study of paramedics’ readiness for interprofessional learning and cooperation: results from five universities. Nurse Educ Today, 2013, 33(11): 1369-1375.
18. 教育部高等學校教學指導委員會. 普通高等學校本科專業類教學質量國家標準. 北京: 高等教育出版社, 2018: 648-656, 811-823.
19. El-Awaisi A, Joseph S, El Hajj MS, et al. A comprehensive systematic review of pharmacy perspectives on interprofessional education and collaborative practice. Res Social Adm Pharm, 2018, 14(10): 863-882.
20. El-Awaisi A, Saffouh El Hajj M, Joseph S, et al. Perspectives of pharmacy students in Qatar toward interprofessional education and collaborative practice: a mixed methods study. J Interprof Care, 2018, 32(6): 674-688.
21. 劉佃花, 朱亮, 肖澤宇. 美國藥學博士培養及對我國藥學教育的啟示. 藥學教育, 2016, 32(5): 1-4, 17.
22. 孫柳, 王艷玲, 肖倩, 等. 北京市三級甲等醫院臨床護士跨專業合作學習準備度和感知度的調查分析. 中華護理雜志, 2019, 54(3): 417-421.
23. 夏樺, 周云仙. 護理學專業本科新生的專業認知及其影響因素的質性研究. 解放軍護理雜志, 2015(19): 1-5.
24. Kapilashrami A, Schrecker T. Global Health Watch: challenging entrenched ideas in global health. BMJ, 2018, 360: k956.
25. Stull CL, Blue CM. Examining the influence of professional identity formation on the attitudes of students towards interprofessional collaboration. J Interprof Care, 2016, 30(1): 90-96.
26. 王雄偉. 醫學生職業認同現狀與影響因素研究. 中國社會醫學雜志, 2018, 35(5): 495-498.
27. Cruess SR, Cruess RL, Steinert Y. Supporting the development of a professional identity: general principles. Med Teach, 2019, 41(6): 641-649.

West China Medical Journal

Investigation on readiness for and attitude towards interprofessional learning among medical undergraduates

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