使用跨界镜头来理解基础科学教育家和临床教育家在教学设计中的合作
Tracy B Fulton1, L James Nixon2, Amy L Wilson-Delfosse3
1Department of Biochemistry and Biophysics, University of California, San Francisco, CA, USA.
基础科学教育者 (BE) 和临床教育者 (CE) 通过跨越学科界限,在综合学习材料上进行了有效的合作. 这种团队合作增强了他们的信心和参与未来跨学科教育计划的意愿.
科学领域:
- 医学教育 医学教育
- 教学设计的教学设计.
- 跨学科合作 跨学科合作
背景情况:
- 基础科学教育者 (BE) 和临床教育者 (CE) 之间的合作对于开发综合医疗教育材料至关重要.
- 关于跨学科团队中教育工作者的经验和流程的研究有限.
研究的目的:
- 探索 BE 和 CE 使用的过程,通过跨越边界共同创建综合学习材料.
- 了解跨学科团队合作对教育工作者的影响.
主要方法:
- 程序评估数据的定性内容分析.
- 该研究涉及12个多机构教学设计团队的27个BE和CE.
主要成果:
- BE和CE利用了跨越边界的机制,尊重不同的专业知识,优化共享的工作流程.
- 教师在将临床概念与因果解释联系起来时获得了信心.
- 参与者表现出更多支持类似合作的意愿.
结论:
- 跨越边界的机制促进了BE和CE在教学设计中的富有成效的合作.
- 这些成功的实践可以为未来的跨学科教育努力提供信息并加以应用.
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