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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21.	刘佃花, 朱亮, 肖泽宇. 美国药学博士培养及对我国药学教育的启示. 药学教育, 2016, 32(5): 1-4, 17.
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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.	王雄伟. 医学生职业认同现状与影响因素研究. 中国社会医学杂志, 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, 杨钋, 范皑皑. “转折”: 二年级学生发展的主题词——基于北京高校学生发展调查数据的实证分析. 清华大学教育研究, 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. 时景璞. 临床研究中样本量的估计方法. 中国临床康复, 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, 张晋昕. 假设检验时样本含量估计中容许误差δ的合理选取. 循证医学, 2011, 11(6): 370-372.
12. 王喜益, 胡韵. 跨专业合作学习准备量表的信效度研究. 解放军护理杂志, 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, 张婷, 陈红. 跨专业教育在医学本科教育中的实践与效果. 中华医学教育杂志, 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. 教育部高等学校教学指导委员会. 普通高等学校本科专业类教学质量国家标准. 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. 刘佃花, 朱亮, 肖泽宇. 美国药学博士培养及对我国药学教育的启示. 药学教育, 2016, 32(5): 1-4, 17.
22. 孙柳, 王艳玲, 肖倩, 等. 北京市三级甲等医院临床护士跨专业合作学习准备度和感知度的调查分析. 中华护理杂志, 2019, 54(3): 417-421.
23. 夏桦, 周云仙. 护理学专业本科新生的专业认知及其影响因素的质性研究. 解放军护理杂志, 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. 王雄伟. 医学生职业认同现状与影响因素研究. 中国社会医学杂志, 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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