Publication: The effectiveness of community-based interprofessional education for undergraduate medical and health promotion students
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Issued Date
2024-12-01
Resource Type
eISSN
14726920
Scopus ID
2-s2.0-85183130033
Pubmed ID
38279163
Journal Title
BMC Medical Education
Volume
24
Issue
1
Rights Holder(s)
SCOPUS
Bibliographic Citation
BMC Medical Education Vol.24 No.1 (2024)
Suggested Citation
Suwanchatchai C., Khuancharee K., Rattanamongkolgul S., Kongsomboon K., Onwan M., Seeherunwong A., Chewparnich P., Yoadsomsuay P., Buppan P., Taejarernwiriyakul O., Thummajitsakul S., Chaovipoch P., Krainara S., Sanguankittiphan P., Kosuwin R., Srimee P., Odglun Y., Wongtongtair S. The effectiveness of community-based interprofessional education for undergraduate medical and health promotion students. BMC Medical Education Vol.24 No.1 (2024). doi:10.1186/s12909-024-05066-1 Retrieved from: https://hdl.handle.net/20.500.14740/20171
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Abstract
Background: Community-based interprofessional education (CBIPE) has been proven effective in enhancing the interprofessional competencies of medical and health professional students. However, there is a lack of evaluation on the impact of experiential CBIPE among undergraduate medical and health promotion students in Thailand. Therefore, the objective of this study is to assess the influence of CBIPE learning on the collaborative competencies of these students. Methods: A one-group pre-posttest design in 193 (152 medical students and 41 health promotion) students were involved in the CBIPE program, later divided into 12 groups. Data was collected by direct observations of mentors using the Interprofessional Collaborative Competencies Attainment Survey (ICCAS). The Wilcoxon matched-pairs signed-rank test was conducted to evaluate the effectiveness of the CBIPE program. Results: A total of 175 (90.67%) completed ICCAS and satisfaction questions before and after the CBIPE program. The mean age of respondents was 20.29 ± 1.63 years; 60.57% were women and 39.43% were men. The results showed a significant increase in collaborative competencies before and after the 2-week course. Gender-stratified analysis showed an improvement after CBIPE training for all subscales in women, while the communication, collaboration, conflict management, and functioning team skills segment score was significantly higher in the post-assessment among men. Conclusion: The implementation of CBIPE learning was successful in enhancing collaborative competencies among both medical and health promotion students. These findings will provide valuable insights for the design and improvement of CBIPE learning programs in other universities.