ارتقای صلاحیت حرفه‌ای دانشجویان تحصیلات تکمیلی از طریق طراحی و اجرای آموزش بین حرفه‌ای

نوع مقاله : مقاله های پژوهشی

نویسندگان

1 استاد، مرکز تحقیقات التهاب نوروژنیک و گروه فیزیولوژی، دانشکده‌ی پزشکی مشهد، دانشگاه علوم پزشکی مشهد، مشهد، ایران

2 استاد، مرکز تحقیقات مبتنی بر شواهد، گروه پرستاری داخلی- جراحی، دانشکده‌ی پرستاری و مامایی و گروه آموزش پزشکی، دانشکده‌ی پزشکی مشهد، دانشگاه علوم پزشکی مشهد، مشهد، ایران

3 استادیار، گروه بیوشیمی بالینی، دانشکده‌ی پزشکی مشهد، دانشگاه علوم پزشکی مشهد، مشهد، ایران

4 استادیار، گروه فناوری‌های نوین، دانشکده‌ی پزشکی مشهد، دانشگاه علوم پزشکی مشهد، مشهد، ایران

چکیده

مقدمه: تغییر رویکرد از آموزش تک حرفه‌ای به آموزش بین حرفه‌ای از جمله تحولات در آموزش علوم سلامت است. هدف از انجام این مطالعه، ارتقای صلاحیت حرفه‌ای دانشجویان تحصیلات تکمیلی دانشکده‌ی پزشکی مشهد از طریق طراحی و اجرای آموزش بین حرفه‌ای بود.روش‌ها: این فرایند از ابتدای نیم‌سال اول سال تحصیلی ۹6-13۹5 انجام گرفت. ابتدا، پرسش‌نامه‌ی آمادگی برای آموزش بین حرفه‌ای (Readiness for interprofessional learning scale یا RIPLS) توسط ۸۰ نفر از دانشجویان تحصیلات تکمیلی تکمیل گردید. سپس، فرایند آموزش بین حرفه‌ای به صورت جلساتی منظم با حضور دانشجویان/استادان رشته‌های مختلف به صورت بحث‌های گروهی/سخنرانی و جلسات عملی/آزمایشگاهی برگزار شد. جهت ارزیابی این فرایند، از پرسش‌نامه‌ی استاندارد ابزار درک نسبت به آموزش بین حرفه‌ای (Interdesciplinary education perception scale یا IEPS) استفاده شد.یافته‌ها: نمره‌ی پرسش‌نامه‌ی RIPLS در هر چهار حیطه‌ی کار تیمی و مشارکت، هویت حرفه‌ای منفی، هویت حرفه‌ای مثبت و نقش‌ها و مسؤولیت‌های حرفه‌ای، از میانگین بالاتر بود. در پرسش‌نامه‌ی IEPS، میانگین نمره‌ی حیطه‌ی صلاحیت و استقلال قبل و بعد از فرایند به ترتیب 50/۰ ± 55/33 و ۵0/4 ± 84/38، حیطه‌ی نیازهای درک شده برای همکاری 97/1 ± 50/7 و 32/2 ± 07/9، درک همکاری واقعی 39/5 ± 20/18 و 60/2 ± 53/24 و فهم ارزش دیگران 11/3 ± 20/11 و 67/1 ± 84/14 به دست آمد و در بین حیطه‌ها بیشترین تفاوت در حیطه‌ی «درک همکاری واقعی» مشاهده گردید.نتیجه‌گیری: با توجه به آمادگی بالای دانشجویان تحصیلات تکمیلی، انجام فعالیت‌های آموزشی که باعث تقویت نگرش بین حرفه‌ای در دانشجویان گردد باید در دستور کار مدیران آموزشی دانشکده و دانشگاه‌های علوم پزشکی کشور قرار گیرد.

کلیدواژه‌ها

عنوان مقاله [English]

Improvement of Learning and Professional Competency among Postgraduate Students through Designing and Implementation of Interprofessional Education

نویسندگان [English]

  • Majid Khazaei 1
  • Hossein Karimi-Moonaghi 2
  • Seyed Mahdi Hassanian 3
  • Amir Avan 4
1 Professor, Neurogenic inflammation Research Center AND Department of Physiology, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
2 Professor, Evidence-Based Caring Research Center, Department of Medical-Surgical Nursing, School of Nursing and Midwifery AND Department of Medical Education, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
3 Assistant Professor, Department of Clinical Biochemistry, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
4 Assistant Professor, Department of New Sciences and Technology, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
چکیده [English]

Background: Changing the approach form professional education to interprofessional education is one of the new methods in health science education. The aim of this study was to evaluate improvement of learning and professional competency among postgraduate students through designing and implementation of interprofessional education (IPE).Methods: This method was started from 1st semester of educational year of 2016-2017. First, the Readiness for Interprofessional Learning Scale (RIPLS) questionnaire was completed by 80 postgraduate students. Then, IPE method was implemented through lecture/group discussion and practical/laboratory workshops with attendance of students/staffs from different disciplines. For evaluation of implementation, we used Interdisciplinary Education Perception Scale (IPES).Findings: Score of RIPLS questionnaire in four domains including team work and collaboration, negative professional identity, positive professional identity, and roles and responsibilities were more than average. In IEPS questionnaire, before and after implementation, the score improved in four fields of competency and autonomy (33.55 ± 0.5 vs. 38.84 ± 4.5), perceived needs for cooperation (7.50 ± 1.97 vs. 9.07 ± 2.32), perception of actual cooperation (18.20 ± 5.39 vs. 24.53 ± 2.60), and understanding others value (11.20 ± 3.11 vs. 14.84 ± 1.67); and the most improvement was observed in field of perception of actual cooperation.Conclusion: Considering high susceptibility of post-graduate students, using education strategy based on IPE can improve health system and its responsibility in our country, and should be noticed by policymakers.

کلیدواژه‌ها [English]

  • Students
  • Education
  • Learning
  • Interprofessional relations

مراجع

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مجله دانشکده پزشکی اصفهان
دوره 36، شماره 496 - شماره پیاپی 496
مهر و آبان 1397
صفحه 1106-1115

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سابقه مقاله

  • تاریخ دریافت: 09 مرداد 1397
  • تاریخ بازنگری: 07 اردیبهشت 1403
  • تاریخ پذیرش: 17 فروردین 1401

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