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Multi-professional education in diabetes.

Rodney A Crutcher1, Karen Then, Alun Edwards

  • 1Department of Family Medicine, University of Calgary, Calgary, Alberta, Canada. crutcher@ucalgary.ca

Medical Teacher
|September 17, 2004
PubMed
Summary

Multi-professional education (MPE) shows promise in diabetes care, improving attitudes and role perceptions, especially among nurses. While knowledge did not significantly increase, MPE fostered a shift towards shared responsibilities in healthcare teams.

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Area of Science:

  • Medical Education
  • Healthcare Professional Development
  • Diabetes Management

Background:

  • Multi-professional education (MPE) is an innovative strategy addressing clinical needs in healthcare.
  • Assessing the potential of MPE in type 2 diabetes care is crucial for improving patient outcomes.
  • Understanding the impact of uni-professional versus multi-professional learning environments is essential.

Purpose of the Study:

  • To evaluate the effectiveness of MPE in enhancing type 2 diabetes care knowledge and attitudes.
  • To examine the influence of uni-professional versus multi-professional small groups on learning outcomes.
  • To assess changes in perceived role responsibilities among healthcare professionals in training.

Main Methods:

  • A half-day MPE program was delivered to nursing students, pharmacy students, and family practice residents.

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  • Participants were randomly assigned to either uni-professional or multi-professional small groups.
  • Knowledge, attitudes, and role perceptions were assessed using pre-test/post-test questionnaires, with quantitative data analyzed statistically.

    • Main Results:

    • No significant increase in knowledge regarding type 2 diabetes care was observed.
    • Moderate positive changes in attitudes were noted, reducing attitudinal differences between professional groups.
    • Significant shifts in role perceptions occurred, moving from uni-professional to shared responsibilities, with nurses showing the most change in uni-professional groups.

    Conclusions:

    • MPE demonstrates potential in diabetes care by positively influencing attitudes and role perceptions, fostering collaboration.
    • While direct knowledge gains were not evident, the shift towards shared responsibility is a key finding for interprofessional training.
    • The patient's role as an educator was highlighted, suggesting its integration into MPE programs.