背景:跨专业教育(IPE)对于促进医疗保健专业人员之间的整体患者护理合作至关重要。然而,马来西亚牙科教育仍然以学科为中心,阻碍多学科学习方法。因此,本研究旨在探讨马来西亚本科牙科学生对IPE的看法。
方法:本横断面研究采用便利抽样法,使用包含20个封闭式和2个开放式问题的改良问卷,对来自四个马来西亚机构的本科牙科学生进行调查。问卷涵盖三个领域(有效性,preference,重要性)使用五点李克特量表评估学生的看法。进行心理测量验证以确保修改后的问卷的有效性和可靠性。定量分析(描述性和推断性统计),随后进行了定性分析(内容分析)。
结果:397名学生回答,并且通常注意到积极的看法,所有领域的平均得分在4.13至4.35之间。问题2和3,评估在理解角色和责任方面的改进,以及医疗保健专业人员之间的沟通,平均得分最高。同时,关于将IPE纳入教育目标的问题15的平均得分最低。回归分析确定性别和临床阶段是重要因素,女性和临床前学生表现出更有利的看法。IPE的动机包括对不同观点的浓厚兴趣,并认识到团队合作的重要性,虽然障碍包括紧凑的时间表,对IPE缺乏了解,关于牙科教育的误解,以及学生对参与的紧张和恐惧。
结论:这项研究提供了一种有效和可靠的工具来衡量本科牙科学生对IPE的看法。战略规划,例如克服后勤挑战,提高认识,创造一个支持性的学习环境对于成功地将IPE整合到现有课程中至关重要,特别是在像马来西亚这样资源有限的发展中国家。
BACKGROUND: Interprofessional education (IPE) is essential to foster collaboration among healthcare professionals for holistic patient care. However, Malaysian dental education remains discipline-centric, hindering multidisciplinary learning approaches. Hence, this study aimed to explore Malaysian
undergraduate dental students\' perceptions of IPE.
METHODS: The present cross-sectional study employed convenience sampling to survey
undergraduate dental students from four Malaysian institutions using a modified questionnaire with 20 close-ended and 2 open-ended questions. The questionnaire covered three domains (effectiveness, preference, importance) to assess students\' perceptions using a five-point Likert scale. Psychometric validation was performed to assure validity and reliability of the modified questionnaire. Quantitative analysis (descriptive and inferential statistics), and qualitative analysis (content analysis) were subsequently performed.
RESULTS: 397 students responded, and positive perceptions were generally noted with mean scores ranging from 4.13 to 4.35 across all domains. Questions 2 and 3, assessing the improvement in understanding the roles and responsibilities, and communication among healthcare professionals, received the highest mean scores. Meanwhile, Question 15 concerning the incorporation of IPE into educational goals received the lowest mean score. Regression analysis identified gender and clinical phase as significant factors, with females and preclinical students exhibiting more favourable perceptions. Motivators for IPE included a keen interest in diverse perspectives and recognising the importance of teamwork, while barriers encompassed tightly packed schedules, lack of understanding about IPE, misconceptions regarding dental education, and students\' nervousness and fear of participation.
CONCLUSIONS: This study produced a valid and reliable instrument to measure
undergraduate dental students\' perceptions towards IPE. Strategic planning, such as overcoming logistical challenges, improving awareness, and creating a supportive learning environment are crucial for successful IPE integration into existing curricula, especially in resource-constrained developing countries like Malaysia.