1. Comparison of learning outcomes of interprofessional education simulation with traditional single-profession education simulation: a mixed-methods study
- Author
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Hui-Wen Chen, John M. O’Donnell, Yu-Jui Chiu, Yi-Chun Chen, Yi-No Kang, Yueh-Ting Tuan, Shu-Yu Kuo, and Jen-Chieh Wu
- Subjects
Interprofessional education ,Medical student ,Nursing student ,Simulation ,Curriculum development ,Special aspects of education ,LC8-6691 ,Medicine - Abstract
Abstract Background Interprofessional collaborative practice is essential for meeting patients’ needs and improving their health outcomes; thus, the effectiveness of interprofessional education (IPE) should be clearly identified. There is insufficient evidence in the literature to determine the outcomes of IPE compared to traditional single-profession education (SPE). This study aimed to compare the outcomes of IPE and SPE during a simulation training course. Methods The study design was a mixed-methods, incorporated cross-over design and a qualitative survey. A total of 54 students including 18 medical students and 36 nursing students were recruited from March to April 2019. The 4-week simulation course was designed based on Kolb’s experimental learning theory and Bandura’s social learning theory. Participants were evenly divided into group 1 (received IPE-learning followed by SPE-learning), and group 2 (received SPE-learning followed by IPE-learning). Students’ medical task performance, team behavior performance, teamwork attitude, and patient safety attitude were collected at pretest, mid-test, and posttest. Descriptive statistics and repeated measures analysis of variance were used. End-of-study qualitative feedback was collected, and content analysis was performed. Results Both groups demonstrated moderate-to-large within-group improvements for multiple learning outcomes at mid-test. Group 1 students’ medical task performance (F = 97.25; P
- Published
- 2022
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