PDF(Pubmed)
Abstract：
OBJECTIVE: Interprofessional education is recognized for its potential for collaboration and teamwork, reflecting clinical practice; however, existing literature for simulation-based interprofessional education does not include Physician Associate (PA) students. This initiative aimed to explore the students\' perception of interprofessional clinical simulation for PA students and allied health professional (AHP) students as part of our program development.
METHODS: A high-fidelity simulation session was designed and conducted for volunteering students from the PA, paramedic science, and physiotherapy courses. We used a mixed-method electronic questionnaire consisting of 15 statements rated on a numerical rating scale (0-5) and four open-ended questions with unlimited free-text responses to explore student perceptions. Inductive thematic analysis was used for qualitative analysis. The session design was underpinned by Allport\'s (intergroup) contact hypothesis with an emphasis on mutual intergroup differentiation.
RESULTS: Forty-six students participated in the simulation teaching, with 48% (n = 22) providing feedback. Overall student perception was mainly positive toward the interprofessional simulation; however, some barriers to learning were recognized. Based on the evaluation of our initiative and existing literature, we propose 5 top tips to promote an effective learning experience for students. (1) Understand the importance of interprofessional collaboration. (2) Establish clear roles. (3) Plan the scenarios in advance. (4) Maintain equal status between groups. (5) Provide clear instructions and expectations.
CONCLUSIONS: To our knowledge, this is the first study of high-fidelity interprofessional simulation involving PA and AHP students. We successfully explored student perception which highlighted aspects that can impact learning. This pilot study demonstrated that interprofessional simulation is a feasible and acceptable form of learning for our students and highlighted how to improve future interprofessional simulation teaching sessions.
METHODS: A high-fidelity simulation session was designed and conducted for volunteering students from the PA, paramedic science, and physiotherapy courses. We used a mixed-method electronic questionnaire consisting of 15 statements rated on a numerical rating scale (0-5) and four open-ended questions with unlimited free-text responses to explore student perceptions. Inductive thematic analysis was used for qualitative analysis. The session design was underpinned by Allport\'s (intergroup) contact hypothesis with an emphasis on mutual intergroup differentiation.
RESULTS: Forty-six students participated in the simulation teaching, with 48% (n = 22) providing feedback. Overall student perception was mainly positive toward the interprofessional simulation; however, some barriers to learning were recognized. Based on the evaluation of our initiative and existing literature, we propose 5 top tips to promote an effective learning experience for students. (1) Understand the importance of interprofessional collaboration. (2) Establish clear roles. (3) Plan the scenarios in advance. (4) Maintain equal status between groups. (5) Provide clear instructions and expectations.
CONCLUSIONS: To our knowledge, this is the first study of high-fidelity interprofessional simulation involving PA and AHP students. We successfully explored student perception which highlighted aspects that can impact learning. This pilot study demonstrated that interprofessional simulation is a feasible and acceptable form of learning for our students and highlighted how to improve future interprofessional simulation teaching sessions.
摘要：
目标：跨专业教育因其协作和团队合作的潜力而被认可，反映临床实践；然而，基于模拟的跨专业教育的现有文献不包括医师助理（PA）学生。该计划旨在探索学生对PA学生和专职健康专业（AHP）学生的跨专业临床模拟的看法，作为我们计划开发的一部分。
方法：为来自PA的志愿学生设计并进行了高保真模拟课程，护理人员科学,和物理治疗课程。我们使用了混合方法的电子问卷，该问卷由15个按数字评分量表（0-5）进行评分的陈述和四个开放式问题以及无限的自由文本回答组成，以探索学生的看法。定性分析采用归纳主题分析。会议设计以Allport的（组间）联系假设为基础，强调相互的组间差异。
结果：46名学生参加了模拟教学，48%(n=22)提供反馈。学生的总体看法对跨专业模拟主要是积极的；然而，认识到一些学习障碍。基于对我们倡议的评估和现有文献，我们提出了5个顶级技巧，以促进学生的有效学习体验。（1）了解跨专业协作的重要性。（2）明确角色。（3）提前规划场景。（4）保持群体之间的平等地位。（5）提供明确的指示和期望。
结论：据我们所知，这是涉及PA和AHP学生的高保真跨专业模拟的第一项研究。我们成功地探索了学生的感知，这些感知突出了可能影响学习的方面。这项试点研究表明，跨专业模拟对我们的学生来说是一种可行且可接受的学习形式，并强调了如何改善未来的跨专业模拟教学课程。
方法：为来自PA的志愿学生设计并进行了高保真模拟课程，护理人员科学,和物理治疗课程。我们使用了混合方法的电子问卷，该问卷由15个按数字评分量表（0-5）进行评分的陈述和四个开放式问题以及无限的自由文本回答组成，以探索学生的看法。定性分析采用归纳主题分析。会议设计以Allport的（组间）联系假设为基础，强调相互的组间差异。
结果：46名学生参加了模拟教学，48%(n=22)提供反馈。学生的总体看法对跨专业模拟主要是积极的；然而，认识到一些学习障碍。基于对我们倡议的评估和现有文献，我们提出了5个顶级技巧，以促进学生的有效学习体验。（1）了解跨专业协作的重要性。（2）明确角色。（3）提前规划场景。（4）保持群体之间的平等地位。（5）提供明确的指示和期望。
结论：据我们所知，这是涉及PA和AHP学生的高保真跨专业模拟的第一项研究。我们成功地探索了学生的感知，这些感知突出了可能影响学习的方面。这项试点研究表明，跨专业模拟对我们的学生来说是一种可行且可接受的学习形式，并强调了如何改善未来的跨专业模拟教学课程。
