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Professional roles and interprofessional collaboration: health, social and education programme students’ self-perceived learning outcome

机译:专业角色和贸易思想协作:健康,社会和教育计划学生的自我感知学习结果

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Background: Interprofessional learning (IPL) research is mainly restricted to health students. The purpose of this study was to assess the IPL preparedness of students from health, social care, and teacher education programs. Methods and findings: This project comprised an exploratory cross-sectional study and online questionnaire. Of the 221 students included, the majority had learned about their own future role. In contrast, less than 20 percent had learned about other roles. Conclusions: This study suggests that teacher education and health and social care students were not equally prepared for IPL. Future research should explore how educators may balance an unequal understanding of roles among students.
机译:背景:侦查(IPL)研究主要仅限于卫生学生。 本研究的目的是评估来自健康,社会护理和教师教育计划的学生的IPL准备。 方法和调查结果:该项目包括探索性横断面研究和在线问卷。 在包括221名学生的中,大多数人已经了解了自己未来的作用。 相比之下,少于20%的人们了解了其他角色。 结论:本研究表明,教师教育和健康和社会护理学生对IPL并没有编写。 未来的研究应该探讨教育工作者如何平衡学生之间的角色不平等了解。

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