重新考虑IPE持续时间:对两种IPE入门课程模型的能力发展进行了为期五年的比较分析
Peter Scal1, Brian Sick1, Christine Arenson2
1University of Minnesota - Medical School, Minneapolis, Minnesota, USA.
Journal of interprofessional care
|September 12, 2024
概括
较短的介绍性跨专业教育 (IPE) 课程在培养协作能力方面同较长的课程一样有效. 机构可以将资源重新分配给创新的,基于工作场所的IPE策略.
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
- 合作实践合作实践
背景情况:
- 专业间教育 (IPE) 缺乏最佳剂量和持续时间的最佳实践.
- IPE课程的内容,结构和交付在各个机构之间存在很大差异.
- 这种变化影响了协作能力的发展.
研究的目的:
- 评估学习者感知到的协作能力成果,以应对IPE课程交付中的过渡.
- 为了比较IPE入门课程不同持续时间的有效性.
主要方法:
- 预后跨专业协作能力分数的回顾性分析.
- 数据来自17个健康专业课程的5000多名学习者.
- 在5年的时间里使用了跨专业协作能力达到量表 (ICCAS) 工具.
主要成果:
- 对于12小时和4小时的IPE入门课程,观察到几乎相同的自我报告能力.
- 没有发现基于课程持续时间的协作能力发展的显著差异.
- 尽管课程长度发生了变化,学习者感知到的结果仍然是一致的.
结论:
- 介绍性IPE课程的持续时间可能不会显著影响初始协作能力的获得.
- 学术机构可能会减少IPE入门时间.
- 资源可以转向先进的,基于工作场所或基于能力的IPE战略.
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