使用叙事来将反压迫融入跨专业的协作实践能力
Peter S Cahn1, Callie Watkins Liu2, Midge Hobbs1
1Office of the Provost, MGH Institute of Health Professions, Boston, MA, USA.
Journal of interprofessional care
|January 14, 2024
概括
卫生专业学校正在更新课程,增加新的反压迫能力. 这涉及修改叙事元素,如案例研究,以促进学习者反思在医疗保健中的偏见和权力.
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
- 反压迫框架 反压迫框架
背景情况:
- 机构广泛采用跨专业教育协作 (IPEC) 核心能力.
- 2023年IPEC能力修订明确整合了反压迫性实践概念.
- 课程修订是必要的,以与最新的跨专业教育标准保持一致.
研究的目的:
- 描述修改跨专业教育课程以纳入反压迫能力的过程.
- 为卫生专业学校提供一个模型,适应修订后的IPEC能力.
- 突出叙事元素的使用,促进反压迫意识.
主要方法:
- 要求的跨专业教育课程由教师和司法,公平,多样性和包容 (JEDI) 专家进行了翻新.
- 修改了叙述组件,包括常见读数,案例研究和模拟.
- 在这些叙事元素中嵌入了反压迫概念.
主要成果:
- 修订后的课程明确解决了反压迫能力.
- 鼓励学习者反思偏见,权力结构和微型攻击.
- 叙事修订促进了诸如识别偏见和权力分析等概念的引入.
结论:
- 将反压迫能力纳入卫生专业的课程是可行的和有益的.
- 基于叙事的方法是有效的教学复杂的概念,如反压迫.
- 这一课程修订支持发展更公平,更包容的医疗保健专业人员.
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