Background: Inter-professional collaboration (IPC) is an important prerequisite for successful patient care. Even though inter-professional education (IPE) is increasingly common in undergraduate medical education, few IPE approaches explicitly address the IPC among medical students and students of psychology. IPE videos can be used to give learners the opportunity to gather relevant knowledge from different professional perspectives. So far it has been unclear whether it is enough when the topic of the video itself is inter-professional or if it is necessary for experts from different professions explicitly to appear in the video. Methods: In an online experiment, medical students watched 1 of 2 videos about Parkinson’s disease (PD) and the care of PD patients. The information was either provided by protagonists from only 1 profession (ie, physicians; mono-professional condition) or provided by protagonists from 2 different professions (ie, physicians and a psychologist; inter-professional condition). Attitude toward inter-professional interaction and learning, evaluation of the entertaining and illustrative character of the video, attitude toward physicians and psychologists, importance of IPC, evaluation of psychological treatment support, and knowledge acquisition served as dependent variables. Results: The analysis was based on 140 participants (74 in the mono-, 66 in the inter-professional condition). We found that the inter-professional video was perceived to be more entertaining than the mono-professional video (t(138) = −2.227; P = .028; d = 0.38). The inter-professional video was also considered to be more illustrative (t(138) = −6.269; P < .001; d = 1.06). Moreover, participants improved their attitude toward physicians by watching the video (F(1,138) = 4.860, P < .001, η2p = 0.11), but they did not change their attitude toward psychologists (P = .146). Participants who watched the inter-professional video considered IPC to be more important than participants who watched the mono-professional video (t(138) = −7.954; P < .001; d = 1.354). Finally, the inter-professional video led to better performance in the knowledge test (t(138) = −2.285; P = .024; d = 0.04). Conclusion: Inter-professional videos showing explicitly the appearance of experts from different professions come along with several advantages. We discuss the implications of their application in educational practice. Trial registration: The study was pre-registered on the pre-registration platform AsPredicted (aspredicted.org) before we began data collection (registration number: #33143). The pre-registration document can be accessed via the following link: https://aspredicted.org/blind.php?x=gd5hd8.

中文翻译：

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观察跨专业视频：医生和心理学家之间的合作对态度和知识获取的影响


背景：专业间协作（IPC）是成功患者护理的重要先决条件。尽管跨专业教育 (IPE) 在本科医学教育中越来越普遍，但很少有 IPE 方法明确解决医学生和心理学学生中的 IPC。 IPE 视频可让学习者有机会从不同的专业角度收集相关知识。到目前为止，尚不清楚视频主题本身是否足够跨专业，或者是否有必要明确地让不同专业的专家出现在视频中。方法：在一项在线实验中，医学生观看了 2 个有关帕金森病 (PD) 和 PD 患者护理的视频中的 1 个。这些信息要么由仅来自 1 个职业的主角（即医生；单一职业状况）提供，要么由来自 2 个不同职业的主角提供（即医生和心理学家；跨专业状况）。对专业间互动和学习的态度、对视频娱乐性和说明性特征的评估、对医生和心理学家的态度、IPC 的重要性、心理治疗支持的评估和知识获取作为因变量。结果：该分析基于 140 名参与者（74 名单一专业参与者，66 名跨专业参与者）。我们发现跨专业视频被认为比单一专业视频更具娱乐性（t(138) = −2.227；P = .028；d = 0.38）。跨专业视频也被认为更具说明性（t(138) = -6.269；P < .001；d = 1.06）。此外，参与者通过观看视频改善了对医生的态度（F（1,138）= 4。860，P < .001，η2p = 0.11），但他们并没有改变对心理学家的态度（P = .146）。观看跨专业视频的参与者认为 IPC 比观看单一专业视频的参与者更重要 (t(138) = -7.954；P < .001；d = 1.354）。最后，跨专业视频在知识测试中带来了更好的表现（t（138）= -2.285；P = .024；d = 0.04）。结论：跨专业视频明确地展示了来自不同专业的专家的外表，具有几个优点。我们讨论它们在教育实践中的应用的含义。试验注册：在我们开始数据收集之前，该研究已在预注册平台 AsPredicted (aspredicted.org) 上进行了预注册（注册号：#33143）。预注册文件可通过以下链接访问：https://aspredicted.org/blind.php?x=gd5hd8。