ABSTRACT

This paper reports on interprofessional education (IPE), a teaching and learning strategy that is widely used in healthcare training. IPE is structured and usually situation-based training that involves two or more groups of professionals. Desired learning outcomes for practitioners or trainees of both groups include learning how the other group works and how to optimise working with them, whilst also gaining perspectives of how others see their own group’s work. Learning is achieved through participation in real or simulated activities. We address three research questions in looking at the achievement of learning outcomes for both interpreting and medical students: perceived usefulness of role-play as a component of IPE sessions, perceived increase of knowledge bases and the perceived usefulness of pre- and post-interactional (de-)briefings. Four IPE sessions were conducted involving 153 interpreting and medical students from late 2017 to early 2019 in Australia. A data sample based on 118 survey responses shows high levels of agreement that role-plays are a useful activity in IPE. Further, students record a high level of increase in their knowledge of the other professional group as well as of their own. The value of pre-interactional briefings and post-interactional exchanges is confirmed by all groups of informants.

摘要

本文报告了跨专业教育 (IPE)，这是一种广泛用于医疗保健培训的教学策略。IPE 是结构化且通常基于情境的培训，涉及两组或更多组专业人士。两个群体的从业者或受训者期望的学习成果包括学习其他群体的工作方式以及如何优化与他们的合作，同时了解其他人如何看待自己群体的工作。学习是通过参与真实的或模拟的活动来实现的。我们在研究口译和医学生的学习成果方面解决了三个研究问题：作为 IPE 课程组成部分的角色扮演的感知有用性、知识库的感知增加以及交互前和交互后感知的有用性。简报。从 2017 年底到 2019 年初，在澳大利亚进行了四次 IPE 课程，涉及 153 名口译和医学生。基于 118 份调查回复的数据样本显示，角色扮演是 IPE 中的一项有用活动，这一点高度一致。此外，学生对其他专业群体的知识以及他们自己的知识都有很高的增长。互动前简报和互动后交流的价值得到了所有线人群体的确认。