本科生在线学习病人安全跨专业教育的态度转变:使用 DID 方法对在线课程进行比较评估。

IF 1.5 Q2 EDUCATION, SCIENTIFIC DISCIPLINES GMS Journal for Medical Education Pub Date : 2024-09-16 eCollection Date: 2024-01-01 DOI:10.3205/zma001696
Shinjiro Nozaki, Takatoshi Makino, Bumsuk Lee, Hiroki Matsui, Ena Sato, Hiromitsu Shinozaki, Hideomi Watanabe
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引用次数: 0

摘要

目的:跨专业教育(IPE)可以培养多学科协作能力,从而保障患者安全,最近推出了面授和在线IPE项目。本研究旨在阐明 2019 年冠状病毒病大流行后在线 IPE 项目对本科生的影响:采用差异法对参加群马大学 IPE 项目(2019 年实施面对面 IPE,2020 年实施在线 IPE)的高崎保健福祉大学医学和保健科学学院以及药学院的本科生进行了评估。我们发放了一份调查问卷,其中包括对医疗团队态度量表(ATHCTS)和团队合作态度问卷(T-TAQ)的修订版,分别评估对医疗团队和患者安全合作的态度,然后比较差异:结果:在线 IPE 项目中 ATHCTS "团队效率 "分量表的平均得分明显低于面对面 IPE 项目。T-TAQ中 "相互支持 "和 "沟通 "两个分量表的得分在在线IPE课程中明显较高,这表明在线IPE课程可能对学生学习患者安全协作实践具有类似的效果。然而,由于技术上的困难,在线 IPE 课程降低了 "团队效率 "的教育效果。在线 IPE 课程在 "相互支持 "和 "沟通 "方面的改进表明,它对于促进患者安全的协作实践是必要的:这些研究结果表明,针对患者安全的在线 IPE 项目可以提供更好的整体教育效果,但需要努力将相关的技术困难降至最低。
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Attitudinal changes of undergraduate students learning online interprofessional education for patient safety: Comparative evaluation of an online program using the DID method.

Objective: Interprofessional education (IPE) can cultivate competencies in multidisciplinary collaboration for patient safety, and both face-to-face and online IPE programs have recently been introduced. This study aimed to elucidate the effects of the online IPE program on undergraduate students after the coronavirus disease 2019 pandemic.

Methods: The difference-in-differences method was used to assess undergraduate students in the Schools of Medicine and Health Sciences and in the Faculty of Pharmacy at Takasaki University of Health and Welfare who participated in IPE programs at Gunma University (face-to-face IPE was implemented in 2019 and online IPE in 2020). We distributed a questionnaire that included modified versions of the Attitudes Toward Health Care Teams Scale (ATHCTS) and the Teamwork Attitudes Questionnaire (T-TAQ) to evaluate attitudes toward health-care teams and collaboration for patient safety, respectively, and then compared the differences.

Results: The mean score on the "team efficiency" subscale of the ATHCTS in the online IPE program was significantly lower than that in the face-to-face IPE program. Scores on the T-TAQ in two categories, "mutual support" and "communication", were significantly higher in the online IPE program, which suggests that it may have a similar effect on students learning collaborative practice for patient safety. However, due to technological difficulties, the online IPE program reduced the educational effects for "team efficiency". The improvements in "mutual support" and "communication" seen in the online IPE program, suggest its necessity for collaborative practice for patient safety.

Conclusion: These findings suggest that an online IPE program for patient safety may provide better education effects as a whole, but efforts are needed to minimize the associated technological difficulties.

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来源期刊
GMS Journal for Medical Education
GMS Journal for Medical Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
3.40
自引率
12.50%
发文量
30
审稿时长
25 weeks
期刊介绍: GMS Journal for Medical Education (GMS J Med Educ) – formerly GMS Zeitschrift für Medizinische Ausbildung – publishes scientific articles on all aspects of undergraduate and graduate education in medicine, dentistry, veterinary medicine, pharmacy and other health professions. Research and review articles, project reports, short communications as well as discussion papers and comments may be submitted. There is a special focus on empirical studies which are methodologically sound and lead to results that are relevant beyond the respective institution, profession or country. Please feel free to submit qualitative as well as quantitative studies. We especially welcome submissions by students. It is the mission of GMS Journal for Medical Education to contribute to furthering scientific knowledge in the German-speaking countries as well as internationally and thus to foster the improvement of teaching and learning and to build an evidence base for undergraduate and graduate education. To this end, the journal has set up an editorial board with international experts. All manuscripts submitted are subjected to a clearly structured peer review process. All articles are published bilingually in English and German and are available with unrestricted open access. Thus, GMS Journal for Medical Education is available to a broad international readership. GMS Journal for Medical Education is published as an unrestricted open access journal with at least four issues per year. In addition, special issues on current topics in medical education research are also published. Until 2015 the journal was published under its German name GMS Zeitschrift für Medizinische Ausbildung. By changing its name to GMS Journal for Medical Education, we wish to underline our international mission.
期刊最新文献
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