在临床环境中嵌入专业间教育:医疗和牙科学生对患者采访-讲故事体验的看法
概括
学生与患者的对话增强了对专业间教育 (IPE) 核心能力的理解. 这种方法突出了以患者为中心的护理的价值和未来医疗保健专业人员的专业间合作的复杂性.
科学领域:
- 医学教育 医学教育
- 健康 专业 教育 卫生 专业 教育
- 专业间的实践 专业间的实践
背景情况:
- 跨专业教育 (IPE) 是至关重要的,但在早期医学培训中实施具有挑战性.
- 后勤障碍往往阻碍了IPE在真实实践环境中的有效交付.
研究的目的:
- 探索早期医学和牙科本科生对专业间合作的理解是如何被患者叙述所塑造的.
- 评估患者采访对学生对专业间教育协作 (IPEC) 核心能力的理解的影响.
主要方法:
- 一年级医学和牙科学生在门诊诊所与患者进行半结构面试.
- 学生使用指导性问题并反思患者的故事,以了解跨专业护理.
- 使用实用定性方法来分析学生的反思和学习.
主要成果:
- 患者的故事显著扩大了学生对IPEC能力的理解.
- 学生将学习综合为主题,重视以患者为中心的整体护理.
- 学生们展示了新兴的专业和跨专业身份,并欣赏了协作护理的复杂性.
结论:
- 将患者的声音融入医疗教育中对于发展跨专业能力至关重要.
- 这种模式促进了对专业身份的反思以及以团队为基础的护理的复杂性.
- 建议在各级教育中进一步整合,并为其他卫生专业人员进行适应.
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