首页> 外文期刊>BMC Medical Education >Interprofessional clinical training in mental health improves students’ readiness for interprofessional collaboration: a non-randomized intervention study
【24h】

Interprofessional clinical training in mental health improves students’ readiness for interprofessional collaboration: a non-randomized intervention study

机译:跨学科的心理健康临床培训可提高学生为跨学科合作的准备程度:一项非随机干预研究

获取原文
           

摘要

Over the past decades, the health sector in general has increasingly acknowledged the effectiveness of interprofessional clinical training in enhancing teamwork. In psychiatry, however, knowledge of the benefits of collaborative clinical training is sparse. This study aimed to investigate the impact of interprofessional training on students’ readiness for interprofessional collaboration in a psychiatric ward. An intervention study assessed interprofessional clinical training in a training ward. Undergraduate students from the disciplines of medicine, nursing, psychotherapy, pedagogy, and social work were allocated either to an intervention group receiving interprofessional training or to a comparison group receiving conventional clinical training. Outcomes were assessed using the Readiness for Interprofessional Learning Scale (RIPLS) and the Assessment of Interprofessional Team Collaboration Scale (AITCS). Linear mixed regression was used to compare differences in mean scores postintervention, adjusted for baseline score, gender, and profession. Mean postintervention scores were higher in the intervention group (n?=?87) than in the comparison group (n?=?108) for both scales (overall sum score). For the RIPLS, the mean difference was 2.99 (95% CI 0.82 to 5.16; p?=?0.007); for the AITCS it was 8.11 (95% CI 2.92–13.30; p?=?0.002). Improvement in readiness for interprofessional learning and team collaboration in the intervention group remained statistically significant after adjustment for baseline differences between the two groups. Students’ self-reported readiness for interprofessional learning and their team collaboration were improved after interprofessional clinical training. Still, further studies of both the processes and the long-term effects of undergraduate IPE in mental healthcare are needed. The study was registered March 62,017 on ClinicalTrials.gov: NCT03070977 (Retrospectively registrered).
机译:在过去的几十年中,卫生部门总体上已经越来越多地认识到跨专业临床培训在增强团队合作方面的有效性。但是,在精神病学领域,对合作临床培训的益处的了解很少。这项研究旨在调查跨专业培训对学生在精神科病房中跨专业合作的准备程度的影响。一项干预研究评估了一个培训病房的跨专业临床培训。来自医学,护理,心理治疗,教学法和社会工作学科的本科生被分配到接受专业间培训的干预组或接受常规临床培训的比较组。结果使用专业间学习准备量表(RIPLS)和专业间团队协作量表(AITCS)进行评估。线性混合回归用于比较干预后平均得分的差异,并根据基线得分,性别和职业进行调整。在两种量表上,干预组的平均干预后得分均高于对照组(n =≥108)(总和得分)。对于RIPLS,平均差为2.99(95%CI为0.82至5.16; p = 0.007)。对于AITCS,该值为8.11(95%CI 2.92–13.30; p?=?0.002)。调整两组之间的基线差异后,干预组中跨专业学习和团队合作的准备就绪性改善在统计学上仍然显着。经过跨专业的临床培训后,学生自我报告的跨专业学习准备程度和团队合作得到了改善。尽管如此,还需要对本科IPE在心理保健中的过程和长期效果进行进一步研究。该研究已在ClinicalTrials.gov上注册为2006年3月62017日:NCT03070977(已追溯注册)。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱:kefu@zhangqiaokeyan.com

京公网安备:11010802029741号 ICP备案号:京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有
  • 客服微信

  • 服务号