論文

2020年

Effectiveness of an interprofessional education program using team‐based learning for medical students: A randomized controlled trial

Journal of General and Family Medicine 21 (1), 2-9
  • S Hamada
  • ,
  • J Haruta
  • ,
  • T Maeno
  • ,
  • T Maeno
  • ,
  • H Suzuki
  • ,
  • A Takayashiki

21
1
開始ページ
2
終了ページ
9
記述言語
英語
掲載種別
研究論文(学術雑誌)
DOI
10.1002/jgf2.284
出版者・発行元
Journal of General and Family Medicine

© 2019 The Authors. Journal of General and Family Medicine published by John Wiley & Sons Australia, Ltd on behalf of Japan Primary Care Association Background: To respond to increasingly complicated healthcare needs in primary care settings, all health and medical welfare professionals are required to collaborate with multiprofessionals, namely via “interprofessional work” (IPW). Interprofessional education (IPE) is essential for effective IPW, especially for medical students. This study aimed to determine whether participation in IPE can increase medical students’ readiness for interprofessional learning. Method: We examined the difference in readiness of medical students for interprofessional learning before and after an IPE program that used team-based learning (TBL). Each student was assigned to either a uniprofessional or multiprofessional group. They were evaluated using the Japanese version of the Readiness for Interprofessional Learning Scale (RIPLS). Program participants were 126 second-year medical students and 18 students of healthcare professions other than medical doctor who participated in a combined IPE program conducted by two universities. Medical students were allocated to 12 uniprofessional and nine multiprofessional groups at random. Results: One hundred and twelve medical students who replied to the questionnaire both before and after the program (valid response rate, 88.9%) were eligible for analysis. Of these, 42 were assigned to uniprofessional groups and 70 to multiprofessional groups. After the program, the RIPLS total score increased to a greater extent in the multiprofessional groups than in the uniprofessional groups (difference 3.17, 95% confidence interval 0.47-5.88, P =.022). Multiple regression analysis showed the same result. Conclusions: Learning in multiprofessional groups increased medical students’ readiness for interprofessional learning in an IPE program using TBL.

リンク情報
DOI
https://doi.org/10.1002/jgf2.284
URL
https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85080092845&origin=inward

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