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    請使用永久網址來引用或連結此文件: http://libir.tmu.edu.tw/handle/987654321/64813


    題名: Comparison of simulation-based interprofessional education and video-enhanced interprofessional education in improving the learning outcomes of medical and nursing students: A quasi-experimental study
    作者: 吳人傑
    Wu, Jen-Chieh;Chen, Hui-Wen;Chiu, Yu-Jui;Chen, Yi-Chun;Kang, Yi-No;Hsu, Yi-Ting;O&apos, John M.;Donnell;Kuo, Shu-Yu
    貢獻者: 醫學院醫學系醫學教育暨人文學科
    關鍵詞: Interprofessional education;Simulation;Discussion;Team behavior;Interprofessional collaboration;Attitude;Cost analysis
    日期: 2022-11
    上傳時間: 2024-12-04 14:04:26 (UTC+8)
    摘要: Background
    Use of interprofessional education has greatly expanded and is widely used to foster interprofessional collaborative practice competency in health professionals, especially during medical emergencies. Identifying the interprofessional education delivery mode that can maximize learning outcomes within available resources is crucial for achieving the sustainability of an interprofessional education program.
    Objectives
    To examine the learning outcomes of simulation-based interprofessional education and video-enhanced interactive discussion interprofessional education modules and to analyze the variable costs between these two interprofessional education modules.
    Design
    A prospective quasi-experimental study.
    Setting
    A medical university in Northern Taiwan.
    Participants
    24 medical students and 48 nursing students enrolled in a 4-week simulation-based interprofessional education or video-enhanced interactive discussion interprofessional education program.
    Methods
    Students' medical task performance, critical medical task performance, team behavior performance, and interprofessional collaboration attitude were examined at the pretest and posttest by using an objective structured checklist and team performance rating scale with a hands-on simulation model and structured questionnaires. The variable costs for simulation-based interprofessional education and video-enhanced interactive discussion interprofessional education were estimated upon the completion of the course.
    Results
    All learning outcomes significantly improved for both the groups from the pretest to posttest. After the intervention, the simulation-based interprofessional education group exhibited significantly higher scores in medical task performance, critical medical task performance and team behavior performance than the video-enhanced interactive discussion interprofessional education group at the posttest. No significant difference was noted in interprofessional collaboration attitude between the groups. Cost analysis revealed that the simulation-based interprofessional education program was approximately two times more expensive in terms of staffing costs and required 1.3 times greater space charges than the video-enhanced interactive discussion interprofessional education program.
    Conclusion
    Both simulation-based interprofessional education and video-enhanced interactive discussion interprofessional education modules effectively improved medical and nursing students' medical task performance, critical medical task performance and team behavior performance. The simulation-based interprofessional education group had more favorable learning outcomes, but the associated costs were higher. Educators should consider both learning outcomes and cost when choosing a design strategy simulation-based interprofessional education vs. video-enhanced interactive discussion interprofessional education for interprofessional education module development.
    關聯: Nurse Education Today, 118
    描述: 【112-2 升等】臺北醫學大學教師升等專門著作
    職別：專任
    送審等級：助理教授
    教學實踐研究-著作送審
    附註: 代表著作名稱：《Comparison of simulation-based interprofessional education and video-enhanced interprofessional education in improving the learning outcomes of medical and nursing students: A quasi-experimental study》
    資料類型: article
    顯示於類別:[醫學人文學科] 期刊論文
    [教師升等送審著作] 112

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