利益相关者在培养康复学生以证据为基础的实践能力方面的优先事项:名义小组技术研究研究
Marie-Christine Hallé1,2,3, André Bussières1,2,4, Liliane Asseraf-Pasin1,5
1School of Physical and Occupational Therapy, Faculty of Medicine and Health Sciences, McGill University, Montreal, Canada.
Disability and rehabilitation
|July 25, 2023
概括
确定了在康复计划中加强基于证据的实践 (EBP) 教育的策略. 关键建议包括灵活的EBP定义和职业治疗,物理治疗和语音语言病理学学生教师和临床医生之间的改善合作.
科学领域:
- 康复教育教育 康复教育教育
- 医学教育 医学教育
- 健康 专业 教育 卫生 专业 教育
背景情况:
- 临床综合教学 (CIT) 有效地促进医学学生的基于证据的实践 (EBP) 能力.
- 实施挑战包括各种EBP概念化,感知复杂性和学术临床边界.
- 发展EBP能力对于职业治疗 (OT),物理治疗 (PT) 和语音语言病理学 (S-LP) 学生至关重要.
研究的目的:
- 确定在康复计划中实施CIT的定制策略.
- 支持在OT,PT和S-LP学生中发展EBP能力.
- 解决将EBP整合到学术和临床环境中的挑战.
主要方法:
- 用名义小组技术 (NGT) 与来自加拿大三个康复计划的利益相关者合作.
- 参与者包括来自OT和PT计划的35个人和来自S-LP计划的8个人.
- 利益相关者确定了提高EBP教育的策略.
主要成果:
- 对于OT/PT: 1) 制定一个灵活的EBP定义,承认复杂性. 2) 通过教师与教师的配对,提高临床医生对教学内容的访问.
- 对于S-LP: 1) 与经验丰富的临床医生提供决策机会. 2) 通过正式会议增加教师和教师之间的互动.
- 确定的策略旨在弥合学术和临床学习环境.
结论:
- 这些发现为未来的综合知识翻译项目提供了基础.
- 建议合作实施和测试已识别的战略.
- 这些策略可以改善未来康复专业人员的EBP能力发展.
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