Abstract：
Interprofessional collaboration (IPC) in stroke care is accepted as best practice and necessary given the multi-system challenges and array of professionals involved. Our two-part stroke team simulations offer an intentional interprofessional educational experience (IPE) embedded in pre-licensure occupational therapy, physical therapy, pharmacy, medicine, nursing and speech-language pathology curricula. This six-year mixed method program evaluation aimed to determine if simulation delivery differences necessitated by COVID-19 impacted students\' IPC perception, ratings, and reported learning. Following both simulations, the Interprofessional Collaborative Competency Assessment Scale (ICCAS) and free-text self-reported learning was voluntarily and anonymously collected. A factorial ANOVA using the ICCAS interprofessional competency factors compared scores across delivery methods. Content and category analysis was done for free-text responses. Overall, delivery formats did not affect positive changes in pre-post ICCAS scores. However, pre and post ICCAS scores were significantly different for interprofessional competencies of roles/responsibilities and collaborative patient/family centered approach. Analysis of over 10,000 written response to four open-ended questions revealed the simulation designs evoked better understanding of others\' and own scope of practice, how roles and shared leadership change based on context and client need, and the value of each team member\'s expertise. Virtual-experience-only students noted preference for an in-person stroke clinic simulation opportunity.
摘要：
鉴于多系统的挑战和涉及的专业人员，中风护理中的跨专业合作（IPC）被认为是最佳实践和必要的。我们的两部分卒中团队模拟提供了嵌入在执照前职业治疗中的有意的跨专业教育体验（IPE），物理治疗,药房,医学,护理和语言病理学课程。这项为期六年的混合方法计划评估旨在确定COVID-19是否需要模拟交付差异影响学生的IPC感知，评级,并报告学习。在这两个模拟之后，跨专业协作能力评估量表(ICCAS)和自由文本自我报告学习是自愿和匿名收集的。使用ICCAS跨专业能力因素的阶乘方差分析比较了各种交付方法的得分。对自由文本回答进行了内容和类别分析。总的来说,交付格式不影响ICCAS发布前评分的积极变化.然而,在角色/责任的跨专业能力和以患者/家庭为中心的协作方法方面,ICCAS前后的评分存在显著差异.对四个开放式问题的10,000多个书面答复的分析显示，模拟设计唤起了对他人和自己的实践范围的更好理解。角色和共享领导力如何根据上下文和客户需求而变化，以及每个团队成员的专业知识的价值。仅具有虚拟体验的学生注意到了现场中风临床模拟机会的偏好。
