Behshid Garrusi; Ali Amirkafi; Saideh Garousi
Abstract
Background: interprofessional education (IPE) is an educational method, in which students learn two or more specific professions together, from each other, and about each other IPE for health students has been proposed as an alternative to conventional teaching methods.Objectives: The aim of this study ...
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Background: interprofessional education (IPE) is an educational method, in which students learn two or more specific professions together, from each other, and about each other IPE for health students has been proposed as an alternative to conventional teaching methods.Objectives: The aim of this study was to investigate the viewpoint of faculty members and graduates of Kerman University of Medical SciencesregardingIPEand interprofessional teamwork and determine the characteristics affecting their views on IPEand interprofessional teamwork.Methods: This cross-sectional study was done on faculty members and graduates of various fields of medical sciences working in Kerman in 2018. Samples were selected by the quota sampling method. To collect data, questionnaires of "Attitude TowardsInterprofessional Health Care Teams" and "Attitude Towards Interprofessional Education" were used. Data were analyzed using SPSS software.Results: More than 90% of the participants had a good attitude towards teamwork and IPE. There was no significant relationship between work experience and attitude towards teamwork (P = 0.15), but there was a significant and inverse relationship between work experience and attitudes about interprofessional learning (r = -0.43, P =0.007). Those working in non-governmental jobs showed a better attitude towards teamwork and interprofessional learning (P <0.001).Conclusion: Determining the views of faculty members and graduates of Kerman University of Medical Sciences regarding IPE and its influencing factors is helpful for educational planning and development of educational programs in various fields. Also, for better planning, educational needs explained by these people should be considered. Planning and developing an educational program in this regard can lead to improving the quality of health services.
Roghayeh Valipour Khajehghyasi; Seied Ebrahim Mirshah Jafari; Leila Shahbaznejad
Abstract
Background Interprofessional education is an approach aimed at preparing healthcare staff to provide patients with better services in a participatory atmosphere. As such, interprofessional teaching and learning across healthcare professions is very important. Considering the key role of faculty members ...
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Background Interprofessional education is an approach aimed at preparing healthcare staff to provide patients with better services in a participatory atmosphere. As such, interprofessional teaching and learning across healthcare professions is very important. Considering the key role of faculty members in advancing the goals of interprofessional education, the present study sought to examine perceptions among faculty members about the concept of interprofessional education. Methods This descriptive cross-sectional study involved faculty members of Mazandaran University of Medical Sciences. The interdisciplinary education perception scale (IEPS) was used to collect information. The data were analyzed using descriptive statistics (frequency, mean and standard deviation) and analytical statistics (t-test, Independent t-test and analysis of variance), and P ≤ 0.05 was considered significant. Results The mean perception score of interprofessional education among faculty members was 3.71 ± 0.44. Although there was no significant difference between the perceptions of female and male faculty members towards interprofessional education (P = 0.104), there was a significant difference between the perception of members of different faculties towards interprofessional education (P = 0.037). In addition, there were significant differences among faculty members in perception towards interprofessional education (P < 0.001) according to their history of educational activity. Conclusions Considering the positive attitude of faculty members towards interprofessional education in the present study, the readiness of students for interprofessional learning in other studies and the positive implications of this educational approach in different areas of health care, it seems that educational planners in the field of medical education must investigate strategies and remove obstacles to implementation of interprofessional education in order to pave the way for its adoption in this domain.
