Dissecting through the decade: a 10-year cross-sectional analysis of interprofessional experiences in the anatomy lab

Interprofessional education (IPE) is prioritized as a critical component in preparing pre-licensure health professional students for effective teamwork and collaboration in the workplace to facilitate patient-centered care. Knowledge in anatomy is fundamental for healthcare professionals, making interprofessional anatomy education an attractive intervention for IPE and anatomy learning. Since 2009, the Education Program in Anatomy at McMaster University has offered an intensive 10-week IPE Anatomy Dissection elective to seven health professional programs annually. From 2011, students were invited to complete the Readiness for Interprofessional Scale (RIPLS) and Interprofessional Education Perception Scale (IEPS) before and after the elective. A total of 264 students from 2011 to 2020 completed RIPLS and IEPS. There were significant differences before and after the elective in students’ total RIPLS scores and three of the four subscales: teamwork and collaboration, positive professional identity, and roles and responsibilities. Similarly, there were statistical differences in the total IEPS scores and two of three subscales: competency and autonomy and perceived actual cooperation. Statistically significant differences in RIPLS and IEPS total scores across several disciplines were also observed. This study demonstrates the elective’s impact in improving students’ IPE perceptions and attitudes, likely from the extended learning and exposure opportunity with other disciplines.跨专业教育（Interprofessional Education，IPE）被列为培养执业前卫生专业学生的核心要素，旨在帮助学生在职场中实现高效团队协作，助力以患者为中心的照护实践。解剖学知识是卫生专业人员的必备基础素养，因此跨专业解剖教育成为开展IPE与解剖学学习的极具吸引力的干预方案。自2009年起，麦克马斯特大学解剖学教育项目每年面向七个卫生专业培养项目开设为期10周的密集型跨专业解剖实操选修课程。2011年起，选修课程的参与者受邀在课程前后完成跨专业就绪量表（Readiness for Interprofessional Scale，RIPLS）与跨专业教育感知量表（Interprofessional Education Perception Scale，IEPS）的测评。2011年至2020年间，共有264名学生完成了上述两项量表的测评。学生的RIPLS总得分及四个子量表中的三项（团队协作、积极职业认同、角色与职责）在课程前后呈现显著差异。同理，IEPS总得分及三个子量表中的两项（能力与自主性、感知到的实际协作）同样存在统计学差异。研究还观察到，不同学科学生的RIPLS与IEPS总得分均存在显著统计学差异。本研究证实，该选修课程可有效提升学生对IPE的认知与态度，这一效果大概率源于学生与其他专业学生的长期学习互动与接触机会。