Multi-Professional Workplace Training in a Hospital From the Viewpoint of Interprofessional Education: A Mixed Method Study

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  • 病院における多職種研修の現状分析
  • 病院における多職種研修の現状分析 : IPE構築の視点から
  • ビョウイン ニ オケル タショクシュ ケンシュウ ノ ゲンジョウ ブンセキ : IPE コウチク ノ シテン カラ
  • ─IPE構築の視点から

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Abstract

Interprofessional education in the workplace is necessary for effective interprofessional collaboration. Various multi-professional training programs are conducted in hospitals, but their general features are not clear. In this study, we carried out a survey of staff in S Hospital to reveal the types of multi-professional training undertaken and participation rates. The study involved interviews held with 12 staff in the hospital and a questionnaire survey of all hospital staff. From the interview, we extracted 3 types of training (on-the-job training, off-thejob training, and informal activities) and 4 core skills to be learned and/or taught. The questionnaire survey (N = 1325, response rate 56.7%) revealed the main participation rates in training as care team activities 71.2%, freshman training 65.8%, other training in the institute 60.0%, training outside the institute 47.7%, and case discussion 42.9%. Around 90% of hospital staff participated in 1 or more of these trainings. Comparison for each attribute (Chi-square test and residual analysis) revealed that participation rates were as follows: (1) higher in freshman training and lower in the other types of training, the shorter the career of the participant (p < .01); (2) higher in social workers for all trainings, higher in nurses and care workers, healthcare technicians, and therapists for freshman training, care team activities, and training in the institute, and higher in physicians at case discussion and training in the institute (p < .01); (3) higher in chronic care units for all trainings except freshman training (p < .01, p < .05); and (4) lower in non-managerial staff for all trainings except freshman training (p < .01). Thus, multi-professional training can be used as a resource for interprofessional practice and education by determining the general features of these programs and setting common goals for 2 or more trainings. A future study to reveal the characteristics of each training, including informal activities, and the associations between them is warranted.

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