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跨职业的参与:一项混合方法研究,研究了跨职业团队培训后的汇报
Micheline L Chipman1, Christine M Schreiber, Jamie M Fey
1From the Department of Medical Education and The Hannaford Center for Safety, Innovation and Simulation (M.L.C., S.J.L., L.A.M.), The Barbara Bush Children's Hospital (L.A.M., J.M.F.), Maine Medical Center, Portland, ME; Tufts University School of Medicine, Section of Hospital Medicine, Department of Pediatrics (L.A.M., J.M.F.), The Barbara Bush Children's Hospital at Maine Medical Center, Portland, ME; Department of Clinical Education (C.M.S.), Stephens' Memorial Hospital, Norway, ME; and Vagelos College of Physicians and Surgeons (C.D.L.), Mary & Michael Jaharis Simulation Center, Columbia University Irving Medical Center, New York, NY.
跨专业 (IP) 模拟汇报参与受到心理安全,现实主义和促进者行为的影响. 即使是"沉默"的参与者也报告说他们感到参与,强调在知识产权团队培训中需要解决文化和层次障碍.
科学领域:
- 医学教育 医学教育
- 医疗保健模拟器 医疗保健模拟器
- 专业间的学习 专业间的学习
背景情况:
- 模拟为跨专业 (IP) 团队培训提供了一个理想的平台.
- 有效的汇报对知识产权学习至关重要,但文化和层次因素可能会阻碍参与.
- 本研究研究了影响参与知识产权模拟汇报的因素,包括看似不参与的参与者的经验.
研究的目的:
- 探索影响学习者参与和参与跨专业 (IP) 模拟汇报的因素.
- 了解那些沉默但在解答期间似乎参与的参与者的经历.
主要方法:
- 混合方法方法使用半结构化,专业特定的焦点小组与来自儿科知识产权仿真计划的参与者.
- 对焦小组成绩单的专题分析.
- 使用t测试,比较"沉默"和"口头"参与者之间的自我评价参与分数.
主要成果:
- 影响参与的六个关键主题出现了:心理安全,现实主义,分心因素,压力,群体动态和促进者行动,与专业特定的变化.
- 沉默的参与者 (n=18) 报告说他们感觉参与,类似于口头参与者 (n=18),尽管自我评价的参与分数有差异 (P=0.06).
- 医生,护理人员,药剂师和呼吸系统治疗师分享了关于审核有效性的不同观点.
结论:
- 学习者参与解答会是由预告会和模拟元素组成的,包括心理安全和辅导员行为.
- 知识产权模拟的独特因素包括现实主义对非医生的重要性,受保护的培训时间,小组组成和共同促进者策略以减轻医生偏见.
- 该研究证实",沉默"的参与者可以积极参与,强调需要在专业间培训中采取包容性的汇报实践.
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