在参加简短的介绍性跨专业活动后,健康专业第一年学生的跨专业身份发展:定性研究
Cynthia Stull1, Fang Lei2, Sara North3
1Department of Primary Dental Care, University of Minnesota School of Dentistry, Minneapolis, Minnesota, USA.
一年级医疗保健学生在入门活动后显示出新兴的跨专业身份. 这种跨专业的归属,承诺和信念的发展对于未来的团队合作至关重要.
科学领域:
- 健康 专业 教育 卫生 专业 教育
- 专业间教育 专业间教育
- 专业身份发展 专业身份发展
背景情况:
- 有效的医疗保健服务依赖于专业间的协作.
- 医疗保健提供者需要双重身份:专业和跨专业.
- 发展跨专业的身份是提高团队运作的关键.
研究的目的:
- 探索一年级医疗保健学生的跨专业身份发展.
- 评估简短的介绍性跨专业活动对身份形成的影响.
- 使用扩展专业身份理论 (EPIT) 作为指导框架.
主要方法:
- 这项定性研究涉及来自19个卫生专业的1047名学生.
- 从强制性课程评估中对学生反思的分析.
- 使用扩展专业身份量表 (EPIS) 来编码归属,承诺和信念的演性内容分析.
主要成果:
- 学生的回应表明了新兴的跨专业身份的发展.
- 观察到发展跨专业的归属,承诺和信念的证据.
- 早期健康专业的学习者表现出了跨专业身份形成的能力.
结论:
- 简短的专业间活动可以促进早期的专业间身份的发展.
- 需要进一步的研究来跟踪跨课程的身份,并探索专业特定的差异.
- 调查结果为基础的跨专业教育 (IPE) 设计及其在实践中的连续性提供了信息.
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