教育中的跨专业能力框架
Andrea Smilski1, Mary Parrott1
1College of the North Atlantic - Qatar.
MedEdPublish (2016)
|December 13, 2023
概括
介绍了加拿大和卡塔尔的专业间合作 (IPC) 框架,以指导健康教育. 这些模型为全球医疗保健环境中发展跨专业能力提供了实际应用.
科学领域:
- 医疗保健教育 医疗保健教育
- 专业间的实践 专业间的实践
- 能力框架 能力框架
背景情况:
- 对患者安全和高效护理的日益重视推动了对专业间合作 (IPC) 的兴趣.
- 关于跨专业协作从业者的特定能力及其在健康教育中的应用,文献有限.
- 现有的专业间教育 (IPE) 模式侧重于以患者为中心的护理,但缺乏详细的能力描述.
研究的目的:
- 描述两个在加拿大和卡塔尔开发的跨专业能力框架.
- 突出这些框架对教育工作者和从业人员在不同的医疗保健环境中的实用性.
- 为在各种教育环境中实施专业间教育 (IPE) 提供指导.
主要方法:
- 对加拿大IPC能力框架的审查和描述.
- 基于现有模型,在卡塔尔多哈开发的跨专业健康能力框架的分析.
- 讨论全球实施这两个框架的应用和实用性.
主要成果:
- 加拿大框架详细描述了协作实践描述和能力.
- 基于加拿大和当地模式的卡塔尔框架为IPE实施提供了指导.
- 这两种框架都提供了可适应的模型来发展专业间能力.
结论:
- 提出的框架为推进专业间合作和教育提供了宝贵的资源.
- 这些模型可以在全球范围内进行调整和应用,以提高医疗保健实践和培训.
- 鼓励进一步研究和应用这些框架,以加强跨专业的医疗保健服务.
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