在加拿大康复中心为大学生实施跨学科体验式学习计划的推动因素和障碍
Jordan Eggiman-Ketter1,2, Benjamin Derrough1,2, Dalton L Wolfe1,2
1Gray Centre for Mobility and Activity, Parkwood Institute, St. Joseph's Health Care, London, ON, Canada.
Frontiers in rehabilitation sciences
|June 18, 2024
概括
在加拿大康复中心实施跨学科的体验式学习需要解决强化和知识等推动因素,以及资源和能力等障碍. 这种方法可以提高学生和患者的结果.
科学领域:
- 健康 专业 教育 卫生 专业 教育
- 康复科学 康复科学 康复科学
- 定性研究方法 定性研究方法
背景情况:
- 在康复机构的体验式学习计划对于培养熟练的医疗保健专业人员至关重要.
- 识别实施促进者和障碍物对于计划的成功至关重要.
研究的目的:
- 确定在加拿大康复中心为大学生实施跨学科体验式学习计划的推动因素和障碍.
- 为医疗保健中有效的跨学科教育倡议的发展提供信息.
主要方法:
- 使用与关键利益相关者进行半结构面试的定性研究:领导,临床医生,协调员和学生.
- 以理论领域框架 (TDF) 为指导的数据分析,以探索实施影响.
- 对转录的采访进行主题分析,以确定推动者和障碍者.
主要成果:
- 关键的推动因素包括强化,信念和后果,乐观,专业身份,知识和技能.
- 识别的障碍包括环境/资源,信念和能力.
- 计划开发的主题包括目标和评估,超越标准的TDF.
结论:
- 结果提供了关于在康复中心实施跨学科体验式学习计划的见解.
- 为提高教育,临床经验和患者结果提供了方案开发的建议.
- 需要进一步的研究和试点研究来验证这些计划的影响.
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