Exploring Effects of Interprofessional Education on Undergraduate Students Behaviour: A Randomized Controlled Trial

摘要

Background: One way to improve the quality of palliative care for elderly patients is to use an interprofessional team approach, which may be encouraged through interprofessional education (IPE). However, the effectiveness of IPE interventions has yet to be proven. We therefore designed a randomized controlled trial using a simulated practice setting to measure the effects of an IPE intervention on medical students’ clinical behaviour. Methods : Undergraduate nursing (N = 20) and medical (N = 20) students were evenly assigned to either an intervention or a control group. Students in the intervention group received interprofessional curriculum (12 teaching units), and the control group was given written material containing the content of the IPE curriculum. Using a pre-post design, clinical behaviour of matched pairs of nursing and medical students was analyzed for qualitative (care objectives) and quantitative aspects of communication (initiation, interruptions, speaking time, and exchanged information items). Statistical analyses included chi-square, Fisher’s exact, and t-tests, where appropriate. Results: Care objective scores improved in both groups (categories N = 6, p-range = intervention group: .001–.630; control group: .001–.888). Interruptions and speaking time showed no change between or within groups, while the number of nursing student-initiated contacts increased (p = .0007). The number of information items exchanged increased significantly in both the intervention group (Pre: M = 9.65, SD = 1.79; Post: M = 12.35, SD = 1.87; p = .001) and the control group (Pre: M = 8.75, SD = 2.59; Post: M = 11.75, SD = 2.22; p = .001). Conclusions: We found a moderate effect of IPE on a change in interprofessional communication style. Background A general need exists to improve quality of palliative care for elderly patients. One way of achieving this is by using an interprofessional team approach which can be encouraged by interprofessional education. However, the effectiveness of such interventions has not been proven yet. We therefore designed a RCT using a simulated practice setting to measure effects on students’ behaviour directly. Methods N=20 nursing and n=20 medical students were evenly assigned to an intervention and a control group respectively. Intervention group: interprofessional curriculum (12 teaching units), the control group: written material containing the content of the curriculum. In a pre/post design, clinical behaviour of matched pairs of nursing and medical students was analyzed for qualitative (care objectives) and quantitative communication aspects (initiation, interruptions, speaking time and exchanged information items). Results Quality of care objectives improved in both groups (categories n=6, p-range= intervention group: 0.001 - 0.630; control group: 0.001 - 0.888). Interruptions and speaking time showed no change between and within groups while nursing students initiative increased (p=0.0007). Number of information items exchanged: (intervention group t1= 9.65(SD ± 1.79), t2= 12.35(SD ± 1.87) p=0.001; control group t1= 8.75(SD ± 2.59), t2= 11.75(SD ± 2.22) p=0.001). Conclusions We found moderate effect towards a change in interprofessional communication style.