学习者在参与专业间教育课程后,体验到身份和全球相互依赖
Sarah A Manspeaker1, Sarah Oerther2, David Pole3
1Athletic Training, Duquesne University, Pittsburgh, PA, USA.
将大学的核心课程与专业间教育 (IPE) 的要求保持一致是复杂的. 这项研究发现,学习者对IPE入门课程的看法是积极的,强调了与IPE的参与.
科学领域:
- 健康 职业 教育 教育 专业
- 专业间教育 专业间教育
- 课程开发 课程开发
背景情况:
- 将大学的核心课程和认证标准与医疗保健专业课程相协调,带来了挑战.
- 跨专业教育 (IPE) 对于准备医疗保健学习者进行协作实践至关重要.
- 将IPE纳入现有课程需要仔细规划,并与机构目标保持一致.
研究的目的:
- 描述IPE入门课程与大学核心课程属性的结合.
- 在课程中嵌入专业间教育协作 (IPEC) 核心能力.
- 检查与一致的IPE课程相关的学习者经验和成果.
主要方法:
- 采用了横截面的混合方法设计.
- 来自七个健康专业预许可计划的117名学习者参加了.
- 通过反思,调查,书面考试和焦点小组收集数据,并根据主题进行分析.
主要成果:
- 学习者报告了对IPE课程的积极看法.
- 与"全球相互依存"相比,与"背景中的身份"核心课程属性相比,参与度更高.
- 在跨专业团队活动中,人们注意到对任务工作的看法超过了团队工作.
结论:
- 该研究提供了一个将IPE课程与核心课程和认证标准协调的模型.
- 结果为IPE计划的持续质量改进提供了洞察力.
- 教师可以利用这项工作来构建IPE,评估学习,并区分任务工作和团队工作.
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