中英合作办学背景下跨专业教育在医学教学中的实践研究

Practical research on interprofessional education in medical teaching under the background of Sino-British cooperation in running schools

目的 探讨跨专业教育(IPE)在中英合作办学背景下医学教学中的应用方法及效果。方法 2020年10—12月选取南京卫生高等职业技术学校36名护理、影像技术、康复治疗技术专业学生为试验组,采用IPE进行实践教学,共20学时。另选取同校同年级未参与IPE的36名学生作为对照组,采用传统独立专业教学方法。采用跨专业学习意愿量表(RIPLS)和跨专业教育认知量表(IEPS)对两组教学实践效果进行评价。结果 试验组35名(97.22%)学生跨专业学习准备总分≥57分,35名(97.22%)学生合作维度得分≥27分,34名(94.44%)学生职业认同维度得分≥21分,30名(83.33%)学生角色与职责维度得分≥9分。两组学生跨专业合作学习准备总分以及各维度得分、跨专业团队合作态度总分以及各维度得分比较,差异无统计学意义(P> 0.05)。结论 学生的跨专业合作积极性、职业认同较高,愿意进行团队合作,能较好地应对自己的职业。在医学教学过程中应用IPE得到学生的认可。在今后的研究中,要注意拓展IPE的时间、空间、学习的深度、广度以及方式、方法等。

Objective To explore the application method and effect of interprofessional education(IPE)in medical teaching under the background of Sino-British cooperation in running schools.Methods From October to December,2020,36 students majoring in nursing,imaging technology and rehabilitation technology in Nanjing Vocational Health College were selected as the experimental group,participating in IPE in practical teaching,with a total of 20 class hours.In addition,36 students in the same school and grade who did not participate in IPE were selected as the control group,receiving the traditional independent professional teaching method.The readiness for interprofessional learning scale(RIPLS)and the interprofessional education perception scale(IEPS)were used to evaluate the teaching practice effect of the two groups.Results There were 35(97.22%)students in the experimental group with a total RIPLS score of≥57.And 35(97.22%)students scored≥27 in the dimension of cooperation,34(94.44%)students scored≥21 in the dimension of professional identity,and 30(83.33%)students scored≥9 in the dimension of role and responsibility.There was no significant difference between the two groups,in terms of the total score of RIPLS and the score in each dimension,as well as the total score of interprofessional teamwork attitude and the score in each dimension(P>0.05).Conclusion Students’enthusiasm for interprofessional cooperation and professional identity are high,and they are willing to work as a team and can better cope with their own careers.The application of IPE in medical teaching is recognized by students.In the future research,we should pay attention to the time,space,depth and breadth of learning,wa ys and methods of expanding IPE.