Attitudes toward interprofessional education and collaborative practices in Mongolia
Abstract
From the perspective of activity theory, it can be argued that the major challenge in relation to implementing interprofessional education (IPE) could be embraced as contradictions that may lead to change. Patients have complex health needs and typically require insight from more than one discipline to address issues regarding their health status (Lumague et al. 2006). The World Health Organization (WHO) recommends that institutions engaged in health professional education and training consider implementing IPE in both undergraduate and postgraduate programs (WHO, 2010). The purpose of this study was to identify the needs of IPECP for health care professionals, faculty members, and students. Methods: The survey instrument contained four scales to evaluate faculty attitudes toward IPE and teamwork, adapted from the methods of Curran et al. (2007). Each scale asked respondents to rate their attitudes toward statements on a 5-point Likert scale (1=strongly disagree; 2=disagree; 3=neutral; 4=agree; 5=strongly agree). The initial factor extractions were performed by means of principal components analysis. To define the model structure more clearly, an exploratory factor analysis using varimax rotation was conducted. The level of significance was p<.0001 for all tests. Results: As shown in Table 2, the Kaiser–Meyer-Olkin index was 0.902, indicating sampling adequacy, and the Bartlett Sphericity Chi-Square index was 2246.5 (p <0.0001). Cronbach’s alpha for the 14 items was 0.731, revealing a high rate of internal consistency. The modified Attitude toward health care team scores (ATHCTS) questionnaire was categorized into four factors: “Quality of care,” “Team efficiency,” “Patient-centered care,” and “Negative factors.” Conclusion: Findings suggest that the positive attitude of health care professionals, faculty members and students towards IPE indicates the need for IPE training.
References
Beck Dallaghan, G. L., E. Hoffmann, E. Lyden and C. Bevil, (2016). "Faculty attitudes about interprofessional education." Medical Education Online. Available online at: https://doi.org/10.3402/meo.v21.32065 (accessed 16/05/2016).
Buring, S. M., A. Bhushan, A. Broeseker, S. Conway, W. Duncan-Hewitt, L. Hansen and S. Westberg, (2009). "Interprofessional education: definitions, student competencies, and guidelines for implementation." American Journal of Pharmaceutical Education 73(4): 59
Curran, V. R., D. Sharpe and J. Forristall, (2007). "Attitudes of health sciences faculty members towards interprofessional teamwork and education." Medical Education 41(9): 892–896, DOI:10.1111/j.1365-2923.2007. 02823. x.
Gardner, X., X. Chamberlin, X. Heestand, and X. Stowe, (2002). “Interdisciplinary didactic instruction at academic health centers in the United States: attitudes and barriers.” Adv Health Sci Educ Theory Pract. 2002;7(3):179-90, DOI: 10.1023/a:1021144215376
Gary L., B. Dallaghan, E. Hoffman, E. Lyden and C. Bevil, (2016). “Faculty attitudes about interprofessional education.” Medical Education Online, 21:1, 32065, DOI: 10.3402/meo.v21.32065
Gilbert, J. H., J. Yan and S. J. Hoffman, (2010). "A WHO report: framework for action on interprofessional education and collaborative practice." Journal of Allied Health 39(3): 196-197.
Hyer, K., S. Fairchild, I. Abraham, M. Mezey, and T. Fulmer, (2000). "Measuring attitudes related to interdisciplinary training: revisiting the Heinemann, Schmitt and Farrell attitudes toward health care teams scale." Journal of Interprofessional Care 14(3): 249-258.
Khalili, H., C. Orchard, H. K. S. Laschinger, and R. Farah, (2013). "An interprofessional socialization framework for developing an interprofessional identity among health professions students." Journal of Interprofessional Care 27(6): 448-453.
Lee, B., F. Celletti, T. Makino, H. Matsui, and H. Watanabe, (2012). "Attitudes of medical school deans toward interprofessional education in Western Pacific Region countries." Journal of Interprofessional Care 26(6): 479-483.
Makino, T., S. Nozaki, B. Lee, H. Matsui, Y. Tokita, H. Shinozaki, and H. Watanabe, (2015). "Attitudes of nursing school deans toward interprofessional education in Western Pacific Region countries." Journal of Interprofessional Care 29(5): 518-519, DOI: 10.3109/13561820.2015.1027337.
Makino, T., B. Lee, S. Nozaki, Y. Tokita, H. Shinozaki, S. Kanaizumi, Y.Abe, T. Saitoh, F. Tozato, A. Igarashi, M. Sato, Sh. Ohtake, N. Tabuchi, M. Inagaki, A. Kama and H. Watanabe, (2017). “Health science students’ attitudes towards healthcare teams: A comparison between two universities” Journal of Interprofessional Care, 32:2, 196-202, DOI: 10.1080/13561820.2017.1372396
Oandasan, I. and S. Reeves, (2005). "Key elements of interprofessional education. Part 2: factors, processes and outcomes." Journal of Interprofessional Care 19(Sup 1): 39-48.
Vandergoot, S., A. Sarris, N. Kirby, and H. Ward, (2018). "Exploring undergraduate students’ attitudes towards interprofessional learning, motivation-to-learn, and perceived impact of learning conflict resolution skills." Journal of Interprofessional Care 32(2): 211-219.
World Health Organization (WHO), (2010). "Framework for Action on Interprofessional Education & Collaborative Practice". Available online at: https://www.who.int/hrh/resources/framework_action/en/ (accessed (WHO/HRH/HPN/10.3)).
Copyright (c) 2020 Azjargal Baatar, Sumberzul Nyamjav, Oyuntsetseg Sandag
This work is licensed under a Creative Commons Attribution 4.0 International License.
In submitting the manuscript to the International Journal on Integrated Education (IJIE), the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- The publication has been approved by the author(s) and by responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with International Journal on Integrated Education (IJIE) agree to the following terms:
- Authors retain copyright and grant the International Journal on Integrated Education (IJIE) right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the International Journal on Integrated Education (IJIE) published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.