Abstract：
OBJECTIVE: Today\'s healthcare system requires interprofessional collaborative practice (IPCP) to improve health outcomes. IPCP often begins with interprofessional education (IPE), which should stimulate meaningful idea exchange. This study\'s purpose was to assess the impact of a photovoice-based IPE experience on the attitudes and beliefs of students in two health professions programs.
METHODS: Forty-two Doctor of Physical Therapy students and 13 Radiation Therapy students created photovoice slides representing the most significant \"thing\" in their professional education. Students discussed their slides in small groups followed by a large-group discussion. A pretest-posttest survey containing researcher-generated questions and the Student Perceptions of Interprofessional Clinical Education-Revised (SPICE-R2) and a post-activity evaluation were administered.
RESULTS: Forty-two students completed the pretest survey; 35 completed the posttest survey. A statistically significant difference was found between pretest (M=4.07, SD=0.91) and posttest (M=4.45, SD=0.70) SPICE-R2 total scores, t(928)=7.22, p<0.001. Statistically significant differences were found for all SPICE-R2 factor scores. Thematic analysis revealed three themes: 1) students learned about the other profession, 2) the IPE experience was meaningful, and 3) the IPE experience could be improved.
CONCLUSIONS: The photovoice IPE experience stimulated student reflection, interprofessional collaboration, and new perceptions about the other health profession. Future studies should focus on similar activities offered earlier in the education program.
METHODS: Forty-two Doctor of Physical Therapy students and 13 Radiation Therapy students created photovoice slides representing the most significant \"thing\" in their professional education. Students discussed their slides in small groups followed by a large-group discussion. A pretest-posttest survey containing researcher-generated questions and the Student Perceptions of Interprofessional Clinical Education-Revised (SPICE-R2) and a post-activity evaluation were administered.
RESULTS: Forty-two students completed the pretest survey; 35 completed the posttest survey. A statistically significant difference was found between pretest (M=4.07, SD=0.91) and posttest (M=4.45, SD=0.70) SPICE-R2 total scores, t(928)=7.22, p<0.001. Statistically significant differences were found for all SPICE-R2 factor scores. Thematic analysis revealed three themes: 1) students learned about the other profession, 2) the IPE experience was meaningful, and 3) the IPE experience could be improved.
CONCLUSIONS: The photovoice IPE experience stimulated student reflection, interprofessional collaboration, and new perceptions about the other health profession. Future studies should focus on similar activities offered earlier in the education program.
摘要：
目的：今天的医疗保健系统需要跨专业协作实践（IPCP）来改善健康结果。IPCP通常从跨专业教育（IPE）开始，这应该激发有意义的思想交流。这项研究的目的是评估基于语音的IPE体验对两个健康专业计划中学生的态度和信念的影响。
方法：42名物理治疗博士学生和13名放射治疗学生创作了代表其专业教育中最重要的“事物”的photovoice幻灯片。学生们在小组中讨论他们的幻灯片，然后进行大小组讨论。进行了前测-后测调查，其中包含研究人员生成的问题和学生对跨专业临床教育的看法修订（SPICE-R2）和活动后评估。
结果：42名学生完成了测试前调查；35名学生完成了测试后调查。预测试(M=4.07,SD=0.91)与后测(M=4.45,SD=0.70)SPICE-R2总分差异有统计学意义,t(928)=7.22,p<0.001。所有SPICE-R2因子得分均存在统计学上的显着差异。主题分析揭示了三个主题：1）学生了解了其他职业，2)IPE经验是有意义的，3)IPE体验可以改善。
结论：IPE的photovoice体验刺激了学生的反思，跨专业合作，以及对另一个健康专业的新看法。未来的研究应侧重于教育计划早期提供的类似活动。
方法：42名物理治疗博士学生和13名放射治疗学生创作了代表其专业教育中最重要的“事物”的photovoice幻灯片。学生们在小组中讨论他们的幻灯片，然后进行大小组讨论。进行了前测-后测调查，其中包含研究人员生成的问题和学生对跨专业临床教育的看法修订（SPICE-R2）和活动后评估。
结果：42名学生完成了测试前调查；35名学生完成了测试后调查。预测试(M=4.07,SD=0.91)与后测(M=4.45,SD=0.70)SPICE-R2总分差异有统计学意义,t(928)=7.22,p<0.001。所有SPICE-R2因子得分均存在统计学上的显着差异。主题分析揭示了三个主题：1）学生了解了其他职业，2)IPE经验是有意义的，3)IPE体验可以改善。
结论：IPE的photovoice体验刺激了学生的反思，跨专业合作，以及对另一个健康专业的新看法。未来的研究应侧重于教育计划早期提供的类似活动。
