行动中的合作:在临床学习环境中成功实施以学习者为导向的虚拟跨专业教育课程
Sara North1,2, Roni Lafky1, Bonnie Horgos1,3
1Center for Interprofessional Health, University of Minnesota, Minneapolis, MN, USA.
Journal of interprofessional care
|April 24, 2024
概括
协作行动:学习者驱动的课程 (CIA-LDC) 为临床学习环境中的跨专业教育 (IPE) 提供了一个可持续的模式. 这种灵活的方法支持能力发展,对于各种学习者和流行病后的环境来说是可行的.
科学领域:
- 医学教育 医学教育
- 健康 专业 教育 卫生 专业 教育
- 专业间的学习 专业间的学习
背景情况:
- 跨专业教育 (IPE) 是至关重要的,但在临床学习环境 (CLE) 中发展不足.
- 技术进步为高质量,灵活的IPE提供了机会.
- 需要一个可持续的IPE模型来应对后疫情时代.
研究的目的:
- 介绍"协作在行动:学习者驱动的课程" (CIA-LDC) 模式的开发和评估.
- 在CLE中评估学习者驱动的IPE模型的可行性和有效性.
- 为专业间能力发展提供一个可持续的框架.
主要方法:
- 在两个学年中使用了一种代的,基于数据的方法.
- 整合了学生的反,共同创作,文献评论和经验教训.
- 根据持续的评估,修改了活动和CIA-LDC的整体框架.
主要成果:
- 美国中央情报局-LDC模型证明了可行性和可持续性.
- 学习者的反表明合理的时间承诺和对教师/网站的最小负担.
- 该计划有效地支持了跨专业能力的发展.
- 参与者同意IPE应纳入CLE.
结论:
- 美国中央情报局-LDC模型显示,在各种CLE环境中提供高质量的IPE具有前景.
- 这种以学习者为导向的方法可以适应各种职业和地点.
- 该模型对未来的教育研究有潜力,以促进协作实践的准备工作人员.
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