评估基于工作的专业间学习的挑战和机会:来自儿科专业间培训病房的见解
Christine Straub1,2, Sebastian F N Bode1,3, Jana Willems4
1Department of General Pediatrics, Adolescent Medicine and Neonatology, Medical Centre, Faculty of Medicine, University of Freiburg, Freiburg, Germany.
Frontiers in medicine
|December 20, 2023
概括
为儿科专业间培训病房 (IPAPED) 开发一个新的问卷显示了评估基于工作的专业间教育的挑战. 探索性分析确定了改善医疗保健培训病房学习体验的关键因素.
科学领域:
- 医疗保健专业教育 医疗保健专业教育
- 医学教育 医学教育
- 护理教育的教育.
背景情况:
- 专业间教育 (IPE) 加强医疗保健专业人员之间的合作.
- 在职业间培训病房的基于工作的IPE是有效的.
- 儿科专业间培训病房 (IPAPED) 是为了提供实用的IPE而开发的.
研究的目的:
- 开发和分析IPAPED计划新问卷的心理测量特性.
- 在基于工作的IPE环境中评估学生的学习经验和课程结构.
- 通过学生的反来评估IPAPED计划的有效性.
主要方法:
- 护士实习生和医学学生参加了IPAPED计划.
- 开发了一份新的IPAPED问卷,由两部分组成,重点关注合作,沟通和计划结构.
- 统计分析包括第1部分的内部一致性 (Cronbach's α) 和第2部分的探索性因子分析.
主要成果:
- 在105名IPAPED参与者中,有94人填写了问卷.
- 问卷第1部分的内部一致性很低 (克朗巴赫的α<0.58).
- 探索性因素分析在第二部分确定了三个因素:教学/学习材料,跨专业学习促进和护士的专业指导.
结论:
- 基于工作的IPE评估在实现高质量,基于理论的评估方面存在挑战.
- 专注于学习辅导员和病房工作人员可以最大限度地提高参与者的学习成果.
- 特定计划的问卷对于了解当地结构和改进基于工作的IEE格式有价值.
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