Akademik Veri Yönetim Sistemi
Tıp Eğitimi Dünyası, cilt.19, sa.59, ss.123-139, 2020 (Hakemli Dergi)
Background: While an increased workload and interaction between disciplines and professions may be expected within this complex environment, fewer and more superficial relations have been established. The university system known as ‘multiversity’ promises interprofessional interaction as a competence for medical students. This article presents the preclinical program called interprofessional colloboration and communication designed and applied by us, together with its early outcomes. The basic and long-term goal of the program is to create cultural change in learning and practice in the university context. Methods: The course was designed with a transformative approach. Qualitative data obtained from the Professional Identity Scale and the Readiness for Interprofessional Learning Scale and from portfolios were used within a pretest-postest experimental design to assess student and program success/satisfaction. Results: This study was conducted among first-year medical students (n = 43) participating in a two-week “Interprofessional Colloboration and Communication” elective course. Educational methods involving active participation on the part of students, such as clinical observations, case studies, brainstorming, and self-assessment. Research shows a significant difference between total Professional Identity Scale pretest (27.02±3.09) and post-test (29.28±2.65) scores (t= -4.58, p= 0.00).and a significant different between pretest (70.88±10.1) and post-test (78.19±6.8) total RILS scores (p= 0.00). A change between pre- and post-program attitudes regarding internship and prejudices concerning health personnel and personal and professional experience was found. Conclusions: At the end of the program, students’ professional identity perceptions increased, while we determined changes in pre-and postprogram preconceptions regarding the internship period and health personnel, and in awareness concerning personal and professional life. Feedback concerning students’ clinical observations was shared with the hospital administration and represented a trigger for culture change.