Examining the effects of interprofessional problem-based clinical ethics: Findings from a mixed methods study.
Understanding how interprofessional education (IPE) works in learning clinical ethics via problem-based learning (PBL) and how different professions’ perspectives influence each other in this setting may inform future IPE. Eighty-nine students participated in a clinical ethics PBL and were assigned...
| Publicado en: | Journal of Interprofessional Care Vol. 30; no. 3; pp. 362 - 370 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
May2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=116264302&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 116264302 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 13561820 57N jtl: Journal of Interprofessional Care issn: 13561820 maglogo: Y pubinfo: dt: May2016 vid: 30 iid: 3 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 116264302 116264302 116264302 10.3109/13561820.2016.1146877 116264302 ppf: 362 ppct: 8 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Examining the effects of interprofessional problem-based clinical ethics: Findings from a mixed methods study. aug: au: Chou, Fremen Chihchen Kwan, Chiu-Yin Hsin, Dena Hsin-Chen affil: Center for Faculty Development, Department of Education, China Medical University Hospital, Taichung City, Taiwan sug: subj: Ethics, Medical Education, Interdisciplinary Human Qualitative Studies Quantitative Studies Problem-Based Learning Students, Medical Students, Nursing Content Analysis Teaching Checklists Reflection Self Care Funding Source ab: Understanding how interprofessional education (IPE) works in learning clinical ethics via problem-based learning (PBL) and how different professions’ perspectives influence each other in this setting may inform future IPE. Eighty-nine students participated in a clinical ethics PBL and were assigned into three study groups, i.e., medical, nursing, and interprofessional groups. This study applied an explanatory sequential mixed methods design. The quantitative phase involved observation of the learning process in PBL tutorial with checklists to code students’ performance of learning behaviour, ethics discussion skills, learning content explored, and analysis through comparison of accumulative percentage of the coded performance between groups. Content analysis of post-PBL homework self-reflections from interprofessional group was conducted as the following explanatory qualitative phase. Quantitative results indicated that nursing students performed favourably on course engagement, caring, and communication while medical students performed positively on issue identification and the life science aspect. Interprofessional group showed the strength of the both professions and performed best through the learning process. Content analysis revealed that students in the interprofessional group achieved interprofessional learning from recognizing the differences between to appreciating learning from each other and to sense the need of future collaboration. With early exposure to IPE, undergraduate students may learn to balance their socialized viewpoints by seeing ethical dilemmas from each other’s standpoint. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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