教育游戏提高系统思维,社会化和团队合作在13个健康专业课程的学生之间的学生
Nicholas M Fusco1, Kelly Foltz-Ramos2, Lisa Jane Jacobsen3
1Department of Pharmacy Practice, University at Buffalo School of Pharmacy and Pharmaceutical Sciences, Buffalo, New York, USA.
跨专业教育 (IPE) 使用星期五晚上在ER (FNER) 游戏显著改善了健康专业学生的系统思维和团队合作技能. 这种教育方法受到学生的高度重视和推.
科学领域:
- 健康 专业 教育 卫生 专业 教育
- 专业间的实践 专业间的实践
- 系统思维 系统思维
背景情况:
- 发展系统思维和跨专业协作实践能力对于健康专业的学生至关重要.
- 传统的教育模式可能无法充分解决这些基本技能.
研究的目的:
- 评估跨专业教育 (IPE) 经验对学生系统思维和团队合作的影响.
- 干预涉及一个教育游戏,星期五晚上在ER (FNER),和结构化的汇报.
主要方法:
- 一项单中心研究包括来自13个健康专业计划的626名学生.
- 系统思维是使用系统思维尺度 (STS) 来衡量的.
- 通过修改的专业间社会化和评价量表-9 (ISVS-9) 和专业间协作能力达到量表 (ICCAS) 问题21.评估了专业间社会化和团队合作.
主要成果:
- 在学生的系统思维中观察到显著的改进.
- 跨职业社会化表现出显著增加,效果大小很大.
- 78%的学生报告说,他们提高了跨专业协作实践能力.
结论:
- 结合FNER游戏和汇报的IPE体验有效地增强了系统思维和跨专业社交和团队合作.
- 这项干预措施受到学生的好评,并建议进行更广泛的实施.
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