Journal of Interprofessional Education and Practice最新文献

Examining the content validity and reliability of the Interprofessional Competencies Tool (ICT) 检查跨专业能力工具（ICT）的内容效度和可靠性

Q3 Social Sciences

Journal of Interprofessional Education and Practice

Pub Date : 2026-01-21 DOI: 10.1016/j.xjep.2026.100801

Lisa A. Salvati , Margaret C. de Voest , Sarah B. Hinkley , Susan J. Owens , Andrew D. Booth , Matthew T. Emery , Jennifer K. Sansom , Greg S. Wellman

Interprofessional education (IPE) is a requirement of many health professions programs, but further work is needed to assess interprofessional competencies of health professional students. The Interprofessional Competencies Tool (ICT) was developed mirroring the Pharmacist Interprofessional Competencies Tool, a previously validated IPE assessment tool for pharmacy students. The objective of this study was to establish content validity of the ICT and to assess inter-rater reliability (IRR) using intraclass correlation coefficients (ICC) at the level of individual raters, with evaluators and students representing a range of health professions. The ICT has five interprofessional criterion (“Teamwork and Collaboration,” “Ownership of Profession,” “Respect and Ethical Practice,” “Effective Communication,” and “Application of Knowledge and Skills”) and four competency levels (“Unacceptable,” “Novice,” “Competent,” and “Proficient”). Ten healthcare professionals representing six unique professions evaluated six video-recorded interprofessional learning activities, which included 21 students studying four different health professions. The ICT showed good reliability for assessing interprofessional competencies in a variety of health professions students. The individual item ICC were good to excellent, with “Respect and Ethical Practice” being fair. Measures of IRR for one single rater of any profession serving as the sole evaluator for any given student of any profession would be considered poor. Further exploration of improving assessment practices between health professions is needed to provide accurate feedback for a variety of health professional students.

跨专业教育（IPE）是许多卫生专业课程的要求，但需要进一步的工作来评估卫生专业学生的跨专业能力。跨专业能力工具（ICT）是根据药剂师跨专业能力工具开发的，药剂师跨专业能力工具是先前验证的药学学生的IPE评估工具。本研究的目的是建立ICT的内容效度，并在个体评分者的水平上使用类内相关系数（ICC）评估评分者之间的信度（IRR），评估者和学生代表一系列卫生专业。资讯及通讯科技有五个跨专业标准（“团队合作”、“专业归属”、“尊重及合乎道德”、“有效沟通”及“应用知识和技能”）和四个能力等级（“不可接受”、“新手”、“胜任”及“精通”）。代表6个不同专业的10名保健专业人员评估了6个录制的跨专业学习活动视频，其中包括21名学习4个不同保健专业的学生。ICT在评估各种卫生专业学生的跨专业能力方面显示出良好的可靠性。ICC单项评分为良至优，“尊重及道德操守”为一般。任何专业的单一评价者作为任何专业的任何特定学生的唯一评价者，其内部收益率的测量将被认为是差的。需要进一步探索改进卫生专业之间的评估实践，为各类卫生专业学生提供准确的反馈。

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引用次数: 0

Introducing a structured reflection card to support practice-based interprofessional learning 引入结构化反思卡，以支持基于实践的跨专业学习

Q3 Social Sciences

Journal of Interprofessional Education and Practice

Pub Date : 2026-01-08 DOI: 10.1016/j.xjep.2026.100800

Isabella Colocci , Allison Fialkowski , Tara A. Singh , Susan E. Farrell , Tamra Keeney , Katie O'Donnell , Dorothy W. Tolchin , Jennifer C. Kesselheim , Rebecca Inzana , Kelsey Miller

Educators increasingly recognize the need for practice-based interprofessional education for health professions students, but current interventions are often limited by the voluntary nature, separation from core clinical experiences, and resource intensiveness. Informed by the concepts of boundary objects and boundary brokers from the landscapes of practice theory, we developed the Interprofessional Collaboration Card as a low-resource intervention to support mandatory practice-based interprofessional education for medical students during core clerkships. The Interprofessional Collaboration (IPC) Card prompts students to: 1) identify interprofessional collaborations during patient care; 2) elicit constructive feedback from the professional with whom they collaborated; and 3) reflect on knowledge and skills for interprofessional collaboration informed by the perspectives of both supervising physicians and other health professionals. During AY 22–23, 96 out of 116 students completed the card, describing authentic collaborations across diverse professions and settings. To evaluate student learning, we performed reflexive thematic analysis of the completed cards and post-intervention Medical students described the IPC Card 1) increasing their understanding and appreciation of the other professionals’ expertise; 2) decreasing their threshold and equipping them with new strategies to engage and collaborate with other health professionals; and 3) recognition of the need for developing new approaches to interprofessional communication. In addition, students provided insight into concerns about burdening health professionals and lack of investment by physician faculty as barriers to the practice-based interprofessional learning that could be facilitated by the IPC Card. We offer the IPC Card as an effective and low-resource tool that can be optimized to engage medical and other health professions students in learning from authentic interprofessional collaborations.

教育工作者日益认识到卫生专业学生需要以实践为基础的跨专业教育，但目前的干预措施往往受到自愿性质、与核心临床经验分离以及资源集约化的限制。根据实践理论的边界对象和边界中介的概念，我们开发了跨专业协作卡，作为一种低资源干预，以支持在核心见习期间对医学生进行强制性的基于实践的跨专业教育。跨专业合作（IPC）卡提示学生：1)识别患者护理过程中的跨专业合作；2)从与他们合作的专业人员那里获得建设性的反馈；3)从监督医生和其他卫生专业人员的角度出发，反思跨专业合作的知识和技能。在22-23学年，116名学生中有96名完成了这张卡片，描述了不同专业和背景下的真实合作。为了评估学生的学习情况，我们对完成的卡片进行了反身性专题分析，干预后医学生描述了IPC卡片1)增加了他们对其他专业人员专业知识的理解和欣赏；2)降低他们的门槛，并为他们提供与其他卫生专业人员接触和合作的新战略；3)认识到需要开发跨专业沟通的新方法。此外，学生们还提供了对卫生专业人员负担过重和医生教师缺乏投资等问题的见解，这些问题阻碍了基于实践的跨专业学习，而IPC卡可以促进这些学习。我们将IPC卡作为一种有效的低资源工具提供，可以优化使医学和其他卫生专业的学生从真正的跨专业合作中学习。

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引用次数: 0

Enhancing interprofessional teaming and communication through a standardized patient tele-health simulation 通过标准化的患者远程医疗模拟，加强跨专业团队合作和沟通

Q3 Social Sciences

Journal of Interprofessional Education and Practice

Pub Date : 2026-01-08 DOI: 10.1016/j.xjep.2026.100799

S. Renee Hodgkins , Ashley Counts , Ashley Crowl-Glissman , Delois Meyer Laverentz , Jessica Kalender-Rich , Kristy Johnston

Telehealth is becoming a common healthcare service. To address the need for training in this area during the pandemic, we developed a learning activity wherein learners demonstrate interprofessional communication and teamwork via a simulated educational telehealth encounter. This learning activity includes over 355 learners from six professional programs including: clinical laboratory sciences, health administration, medicine, nursing, pharmacy, and respiratory therapy. The objectives of the simulation were to demonstrate an effective huddle, assign a leader, inclusion of each profession in creating the care plan, and use of closed-loop communication. An implicit objective is for the learners to include the patient's feedback in the care plan. Evaluation of the simulation was two-fold. First, faculty used an online observational tool during the simulation to assess the learner team performance during the event. Second, learners completed a satisfaction survey after the simulation. The observational tool revealed that the majority of the teams performed at the “better than average” or “excellent” range in all TeamSTEPPS® domains as defined by the Performance Assessment for Communication and Teamwork Evaluation tool (PACT). A satisfaction survey was evaluated quantitatively for the Likert-scale questions and qualitatively using a content analysis of the open-ended question in the survey. Survey quantitative data showed the telehealth simulation was valuable, and qualitative data showed that learners perceived improved skills in Teamwork & Collaboration with increased confidence and comfort in working in interprofessional teams.

远程保健正在成为一种常见的保健服务。为了解决大流行期间对这一领域培训的需求，我们开发了一项学习活动，其中学习者通过模拟教育远程保健会议展示跨专业沟通和团队合作。这项学习活动包括来自六个专业项目的355多名学习者，包括：临床实验室科学、健康管理、医学、护理、药学和呼吸治疗。模拟的目的是展示一个有效的小组，指定一个领导者，在制定护理计划时包括每个专业，以及使用闭环沟通。一个隐含的目标是让学习者在护理计划中包括病人的反馈。模拟的评估是双重的。首先，教师在模拟过程中使用在线观察工具来评估学习者团队在活动中的表现。其次，学员在模拟后完成满意度调查。观察工具显示，大多数团队在所有TeamSTEPPS®领域的表现都处于“优于平均水平”或“优秀”的范围，这是由沟通和团队合作评估工具（PACT）的绩效评估定义的。满意度调查对李克特量表问题进行了定量评估，并对调查中的开放式问题进行了定性分析。调查的定量数据表明，远程医疗模拟是有价值的，定性数据表明，学习者在团队合作和协作方面的技能得到了提高，在跨专业团队中工作的信心和舒适度也有所提高。

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引用次数: 0

Addressing hospital malnutrition in people living with dementia: An innovative interprofessional curriculum 解决痴呆症患者在医院的营养不良问题：创新的跨专业课程

Q3 Social Sciences

Journal of Interprofessional Education and Practice

Pub Date : 2026-01-07 DOI: 10.1016/j.xjep.2025.100798

Serena P. Wong , Kathryn N. Porter Starr , Jill Brennan-Cook , Elizabeth Brown , Melanie Bunn , Mary Ann Eller , Mara Sanchez , Angela Webb , Mitchell T. Heflin

A course was developed for interprofessional health professions learners (including pre-licensure students from the medical, physician assistant, nursing, physical therapy, occupational therapy, and speech-language pathology programs, and geriatric medicine fellows) to recognize and reduce risk for malnutrition in hospitalized patients with dementia. Four sessions were developed, each with pre-session didactics, in-person small-group activities, and large-group debriefs. Small-group activities focused on clinical skill development and interprofessional socialization. Each of the sessions had one topic of focus: approach to care for people living with dementia, addressing malnutrition in the hospital, supporting caregivers, and interprofessional practice and communication.

Over the first four years of offering the course, one hundred learners registered for the program, and 39 completed both the pre-and post-assessments. Outcomes included improvement in knowledge about dementia and malnutrition, implementation of clinical practice changes to reduce malnutrition risk, and improvement in measures of interprofessional practice. These were assessed by adapting items from three validated questionnaires: the Malnutrition Knowledge and Awareness Test, the Dementia Knowledge Assessment Scale, and the Interprofessional Socialization and Valuing Scale. Key components for the success of this program include interprofessional faculty and learner groups, hands-on skills development, and a patient-centered focus.

为跨专业的健康专业学习者（包括医学、医师助理、护理、物理治疗、职业治疗和语言病理学专业的预备学生，以及老年医学研究员）开设了一门课程，以识别和减少住院痴呆患者营养不良的风险。共进行了四次会议，每次会议都有会前教学、面对面的小组活动和小组汇报。小组活动侧重于临床技能发展和跨专业社交。每次会议都有一个重点主题：护理痴呆症患者的方法，解决医院营养不良问题，支持护理人员，以及专业间的实践和沟通。在开设该课程的头四年里，有100名学员注册了该课程，其中39人完成了课程前和课程后的评估。结果包括痴呆和营养不良知识的提高，临床实践变化的实施以降低营养不良风险，以及跨专业实践措施的改善。这些是通过调整三个有效问卷的项目来评估的：营养不良知识和意识测试，痴呆知识评估量表和跨专业社会化和价值量表。这个项目成功的关键因素包括跨专业的教师和学习者团体，动手技能的发展，以及以病人为中心的关注。

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引用次数: 0

Nursing and social work students working together to safeguard children – Using simulation to improve knowledge of the child protection system 护理和社会工作专业的学生共同保护儿童-利用模拟提高儿童保护系统的知识

Q3 Social Sciences

Journal of Interprofessional Education and Practice

Pub Date : 2025-12-23 DOI: 10.1016/j.xjep.2025.100797

Jenny Dale, Susan Poultney, Alison Lewis

Child protection practice relates to activities undertaken to protect specific children who are suspected to be suffering or likely to suffer significant harm, it is challenging and requires effective multiagency working. NHS England identifies safeguarding as embedded in the core duties and statutory responsibilities of all organisations across the NHS and health system. The consequence in failing to work effectively can be catastrophic and underpins this initiative to improve interprofessional practice. The team delivered an IPE event which brought together child nursing and social work students in a simulated Initial Child Protection Conference (ICPC) which was evaluated using a mixed methods design. Statistically significant findings were compelling, evidencing increases in knowledge and understanding of the child protection process and the roles and responsibilities of the interprofessional team.These findings were contextualised in the established four themes of the qualitative data. Our experience supports the continuing development and evaluation of interprofessional learning events underpinned by transformative learning approaches.

儿童保护做法涉及为保护被怀疑遭受或可能遭受重大伤害的特定儿童而开展的活动，它具有挑战性，需要有效的多机构工作。英国国民健康服务体系将保障作为嵌入在整个国民健康服务体系和卫生系统中所有组织的核心职责和法定责任。未能有效工作的后果可能是灾难性的，并支持这一倡议，以改善跨专业实践。该团队举办了一次公众环境研究活动，将儿童护理和社会工作专业的学生聚集在一起，模拟了一次初步儿童保护会议（ICPC），并使用混合方法设计进行了评估。统计上的重大发现令人信服，证明对儿童保护过程的知识和理解以及跨专业团队的作用和责任有所增加。这些发现是在定性数据的四个主题中建立起来的。我们的经验支持以变革学习方法为基础的跨专业学习活动的持续发展和评估。

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引用次数: 0

Evaluation of interprofessional clinical training in pediatric rehabilitation: A scoping review 评估儿科康复的跨专业临床培训：范围综述

Q3 Social Sciences

Journal of Interprofessional Education and Practice

Pub Date : 2025-12-11 DOI: 10.1016/j.xjep.2025.100796

Pegah Firouzeh, Vibooshitha Thusyanthan, Briano Di Rezze

This scoping review aimed to identify outcomes and associated methods for evaluating interprofessional collaboration or interdisciplinary clinical training in pediatric rehabilitation. Arksey and O'Malley's five-stage framework was used to conduct this scoping review. MEDLINE, CINAHL, EMBASE, Web of Science, EMCARE, and ERIC were searched for studies evaluating interprofessional collaboration and training in pediatric rehabilitation. Descriptive information was extracted, and outcomes and relevant assessment tools were categorized based on the evaluation type.

Forty-two articles were included in the review. Twenty-six studies evaluated interprofessional collaboration or training outcomes and described the evaluation process. Thirteen studies delivered intervention or care services through an interprofessional collaboration practice and evaluated interdisciplinary-based intervention outcomes. Three studies evaluated both categories of outcomes. The most frequently measured outcomes were experience with interprofessional collaboration (n = 13) and knowledge (n = 7) in the first and second categories. Different methods were used to evaluate the outcomes, including surveys, interviews, and focus groups.

This scoping review identified the most evaluated outcomes and related measurement tools in pediatric rehabilitation studies. Although different evaluation methods were used in the included studies, the findings may provide resources for interprofessional evaluation. These findings could also guide future research studies to close the gap in evaluating interprofessional collaboration in practice or in developing methodologies that capture the impact of interprofessional training in pediatric rehabilitation, both in the short and long term.

本综述旨在确定评估儿科康复跨专业合作或跨学科临床培训的结果和相关方法。Arksey和O'Malley的五阶段框架被用于进行范围审查。我们检索了MEDLINE、CINAHL、EMBASE、Web of Science、EMCARE和ERIC，以评估儿科康复的跨专业合作和培训。提取描述性信息，并根据评估类型对结果和相关评估工具进行分类。42篇文章被纳入综述。26项研究评估了跨专业合作或培训结果，并描述了评估过程。13项研究通过跨专业合作实践提供干预或护理服务，并评估基于跨学科的干预结果。三项研究评估了这两类结果。最常测量的结果是第一类和第二类的跨专业合作经验（n = 13）和知识（n = 7）。我们使用了不同的方法来评估结果，包括调查、访谈和焦点小组。本综述确定了儿童康复研究中评估最多的结果和相关测量工具。虽然在纳入的研究中使用了不同的评估方法，但研究结果可能为跨专业评估提供资源。这些发现还可以指导未来的研究，以缩小在评估实践中的跨专业合作方面的差距，或开发能够捕捉儿科康复跨专业培训短期和长期影响的方法。

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引用次数: 0

Canadian interprofessional education: Publicly available information and educator perspectives 加拿大跨专业教育：公开信息和教育者观点

Q3 Social Sciences

Journal of Interprofessional Education and Practice

Pub Date : 2025-12-10 DOI: 10.1016/j.xjep.2025.100794

Kelsey Harvey , Teri-Lynn Christie , Brenna Beard , Katherine R. Cooper , Omid Ali Kharazmi , Sylvia Langlois , Jenn Salfi , Sarah Curtay , Aira Elizabeth Mathew , Celeste Suart , Ruheena Sangrar , Rachel Weldrick , Justin Phung , Saif Alam , Kareena Karani

Interprofessional Education (IPE) offered by Canadian post-secondary institutions has seen considerable variation over the years. While IPE remains strong at some institutions, others have scaled back on their support. The purpose of this study was to appraise the current state of IPE in Canada. Toward this aim, this study consisted of an environmental scan of the websites of Canadian universities and colleges to identify publicly available information related to their IPE offerings and interviews with 16 faculty. Informed by Basil Berstein's sociology of education, a qualitative content analysis was performed to analyze the interview data and descriptive statistics and Fisher's Exact test was completed to analyze quantitative data derived from the web scan. This study identified 102 Canadian post-secondary institutions that offer IPE events/workshops, courses, and/or institution-wide programs. Data related to IPE curricula, pedagogy, and evaluation suggested three threats to collaboration when designing IPE curricula: 1) IPE emphasizing clinical over collaborative skills; 2) a lack of collaboration between faculty and educational experts when designing IPE; and 3) a lack of representation in IPE materials of the diverse professions involved in IPE. Relating findings to Azzam and colleague's model of sustainable IPE, the authors recommend that additional consideration be paid to the influence frameworks produced by national and global governing organizations, that more research is needed to fill gaps in our understanding of student-focused IPE pedagogy and how IPE is evaluated, and that praxis (putting IPE theory into practice) is necessary to mitigate threats to IPE sustainability.

多年来，加拿大高等教育机构提供的跨专业教育（IPE）出现了相当大的变化。尽管IPE在一些机构的影响力依然强劲，但其它机构已减少了对IPE的支持。本研究的目的是评估加拿大国际政治经济学的现状。为了实现这一目标，本研究对加拿大大学和学院的网站进行了环境扫描，以确定与他们的IPE课程相关的公开信息，并对16位教师进行了采访。根据Berstein的教育社会学，对访谈数据进行定性的内容分析和描述性的统计，对网络扫描得出的定量数据进行Fisher’s Exact检验。本研究确定了102所加拿大高等教育机构提供国际政治经济学活动/研讨会、课程和/或机构范围的项目。与IPE课程、教学法和评估相关的数据表明，在设计IPE课程时，合作面临三大威胁：1)IPE强调临床技能而非合作技能；2)教师与教育专家在设计IPE时缺乏合作；3)在IPE材料中缺乏对IPE中涉及的不同专业的代表性。根据Azzam及其同事的可持续国际政治经济学模型，作者建议对国家和全球管理组织产生的影响框架给予额外的考虑，需要更多的研究来填补我们对以学生为中心的国际政治经济学教学法和如何评估国际政治经济学的理解空白，并且实践（将国际政治经济学理论付诸实践）是必要的，以减轻对国际政治经济学可持续性的威胁。

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引用次数: 0

Exploring the evolution of interprofessional competency: Insights into self-assessed development across a scaffolded three-phase IPE curriculum 探索跨专业能力的演变：洞察自我评估的发展跨越脚手架的三阶段国际政治经济学课程

Q3 Social Sciences

Journal of Interprofessional Education and Practice

Pub Date : 2025-12-09 DOI: 10.1016/j.xjep.2025.100795

Peter Scal , Amy Greminger , Christine Arenson , Brian Sick , Chrystian Pereira , Sara North

Background

Interprofessional learning occurs along a continuum from foundational through graduate education into practice, and as such necessitates an intentional sequence of interprofessional experiences throughout a learner's journey. While use of validated assessment tools has been shown to reflect learner competency improvement following a single educational intervention, it is not known how best to measure interprofessional competency development across experiences and over time.

Purpose

The purpose of this study was to address the gaps in understanding regarding the longitudinal trajectory of interprofessional competency development for health professions learners across the sequence of interprofessional education (IPE) experiences in their curriculum.

Method

Nine years of outcome assessment data was analyzed for 2179 learners from 5 academic programs who completed at least one IPE experience in each of the institutional curriculum's three phases.

Results

Significant differences in competency attainment were observed across the trajectory of IPE curriculum experiences and between professions.

Discussion

Findings add new understanding regarding longitudinal interprofessional competency development, suggesting repeated participation in IPE experiences supports progressive collaborative practice competence over time. Including IPE further along the learning continuum may be needed to advance preparation for collaborative practice.

Conclusions

This study evaluated the trajectory of self-assessed competency development over the course of a scaffolded three phase IPE program with a high volume and variety of health professions, offering valuable implications for curriculum development. Future studies should explore long-term competency retention post-graduation and the impact of structured IPE on collaborative practice outcomes in clinical settings.

跨专业学习是一个从基础教育到研究生教育再到实践的连续过程，因此，在学习者的学习过程中，跨专业学习必须有一个有意识的顺序。虽然经过验证的评估工具的使用已被证明可以反映单一教育干预后学习者能力的提高，但如何最好地衡量跨经验和随时间的跨专业能力发展尚不清楚。摘要目的本研究旨在探讨卫生专业学习者在跨专业教育（IPE）课程中所经历的跨专业能力发展的纵向轨迹。方法对来自5个学术项目的2179名学员进行了9年的结果评估数据分析，这些学员在机构课程的三个阶段中每一个阶段至少完成了一次IPE学习。结果在国际政治经济学课程经历的轨迹和专业之间观察到显著的胜任力成就差异。研究结果增加了对纵向跨专业能力发展的新理解，表明重复参与IPE经验可以随着时间的推移支持渐进式合作实践能力。将IPE进一步纳入学习连续体中，可能需要为协作实践做准备。结论：本研究评估了在高容量和多样化的卫生专业中，自我评估能力发展的轨迹，为课程开发提供了有价值的启示。未来的研究应该探索毕业后的长期能力保留以及结构化IPE对临床合作实践结果的影响。

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引用次数: 0

Establishing content validity of the Creighton Interprofessional Collaborative Evaluation (C-ICE) 2.0 instrument to assess interprofessional team behaviors 建立Creighton跨专业协作评估（C-ICE） 2.0工具的内容效度，以评估跨专业团队行为

Q3 Social Sciences

Journal of Interprofessional Education and Practice

Pub Date : 2025-12-01 DOI: 10.1016/j.xjep.2025.100791

Lindsay Iverson , Julia Shin , Cassie Eno , Julie Peterson , Kimberley Begley , Ann Ryan-Haddad , Katie Zander , Lisa Benson-DeVries , Jack Taylor

引用次数: 0

A virtual pre-departure training program to prepare interprofessional rehabilitation teams for international service-learning experiences 一个虚拟的出发前培训计划，为跨专业康复团队准备国际服务学习经验

Q3 Social Sciences

Journal of Interprofessional Education and Practice

Pub Date : 2025-12-01 DOI: 10.1016/j.xjep.2025.100789

Christienne L. Parten , Mary A. Smith , Suzanne F. Trotter

This curricular report describes a five-week asynchronous and synchronous virtual pre-departure training (PDT) program that prepares interprofessional rehabilitation teams for service in a resource-limited country. The PDT curriculum was delivered twice over a year for two separate teams and emphasized interprofessional collaboration, communication, and cultural humility, culminating with a virtual simulation with physical therapy and occupational therapy students. The virtual simulation aimed to increase interprofessional collaboration in working through an ethical dilemma with a standardized patient and an interpreter. A survey tool was utilized to assess the program, and results demonstrated significant improvement in participants’ confidence levels and preparedness for treatment, safety, and interprofessional collaboration. Two themes emerged from the qualitative data on the survey: self-efficacy in clinical skills and curiosity about cross-cultural training after PDT. This report highlights the importance of structured PDT. It offers insights to ensure the safety and efficacy of how interprofessional healthcare teams can prepare and adapt for international service-learning (ISL) experiences.

本课程报告描述了一个为期五周的异步和同步虚拟出发前培训（PDT）计划，该计划为资源有限的国家的跨专业康复团队提供服务。PDT课程每年为两个独立的团队提供两次，强调跨专业合作，沟通和文化谦逊，最后是物理治疗和职业治疗学生的虚拟模拟。虚拟模拟旨在通过标准化患者和口译员的道德困境来增加跨专业合作。一项调查工具被用来评估该计划，结果显示参与者的信心水平和对治疗、安全性和跨专业合作的准备有了显著的提高。从调查的定性数据中出现了两个主题：临床技能的自我效能和对PDT后跨文化培训的好奇心。本报告强调了结构化PDT的重要性。它提供了见解，以确保跨专业医疗保健团队如何准备和适应国际服务学习（ISL）经验的安全性和有效性。

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引用次数: 0