402 KB49 KB2019Bakračevič, KarinRehberger, AnaSedminek, PatricijaŠtukelj, Ivaštevilka:6str. 1-12DOI:10.26318/JZ-2019-06COBISSID_HOST:24650504ISSN:2591-0906URN:URN:NBN:SI:doc-L2I1L15IslNacionalni inštitut za javno zdravjeJavno zdravjecourse of studygenderinterprofesionalno učenjeinterprofessional learningosebnostne lastnostipersonality traitsspolštudijska smerteamwork skillstimsko deloPripravljenost na interprofesionalno učenje pri študentih medicine, zdravstvenih ved in psihologije| Readiness for interprofessional learning among students of medicine, health sciences and psychology|Interprofessional learning (this is when two or more people from different professions learn by working together) is ultimately supposed to lead to the best overall treatment of a patient. For this reason, our research examined the extent to which students of medicine, health sciences and psychology were prepared to do so. The sample included 110 students, aged between 20 and 25 years, 15 males and 91 females (others did not report their gender). Among them were 29 students of medicine, 48 students of psychology and 33 students of health sciences. The participants completed The Big Five Inventory (BFI), the Readiness for Interprofessional Learning Scale and the Teamwork Skills Questionnaire. The results have shown that students of medicine are less prepared for interprofessional learning than the other two groups of students. Individuals with previous experience in interprofessional learning scored higher on the Readiness for Interprofessional Learning Scale. A difference between genders has also been established, but we have to point out that only 15 males were included in the sample. The adjusted Readiness for Interprofessional Scale was shown to be a reliable measure, but it would be necessary to perform an additional validity checkInterprofesionalno učenje (tj. medsebojno učenje oseb iz različnih strok) naj bi v končni fazi pri obravnavi bolnika omogočalo najboljšo celostno obravnavo. Zaradi tega je bilo v izvedeni raziskavi preverjeno, v kolikšni meri so študentje medicine, zdravstvenih ved in psihologije pripravljeni na le-to. Vzorec je obsegal 110 študentov, starih med 20 in 25 let, 15 moških in 91 žensk (ostali se glede spola niso opredelili). Od tega je bilo 29 študentov medicine, 48 študentov psihologije in 33 študentov zdravstvenih ved. Odgovarjali so na postavke: Vprašalnika velikih pet (BFI), Lestvice pripravljenosti na interprofesionalno učenje in Vprašalnika spretnosti timskega dela. Pokazalo se je, da naj bi bili študentje medicine manj pripravljeni na interprofesionalno učenje kot študentje ostalih dveh smeri. Prav tako naj bi bili posamezniki s predhodno izkušnjo z interprofesionalnim učenjem pomembno bolj pripravljeni. Pokazala se je tudi razlika med spoloma, a je treba poudariti, da je bilo v vzorec vključenih zgolj 15 moških. Prilagojena Lestvica pripravljenosti na interprofesionalno učenje se je izkazala za zanesljiv merilni pripomoček, treba bi bilo dodatno preveriti samo veljavnostTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaNacionalni inštitut za javno zdravje