推进协作临床教育安置过程的新模式:一个联盟核心网络
Jamie Bayliss1,2,3,4,5, Cara A Berg-Carramusa1,2,3,4,5, Amy Both1,2,3,4,5
1Jamie Bayliss is the associate professor and director of clinical education at School of Health Sciences in the Department of Physical Therapy at the Mount St. Joseph University, 5701 Delhi Rd, Cincinnati, OH 45238 ( jamie.bayliss@msj.edu ). Please address all correspondence to Jamie Bayliss.
俄俄州肯塔基州联盟开发了一个集中化的物理治疗师临床教育 (PT CE) 放置过程. 这种创新模式改善了学术课程和临床合作伙伴之间的合作和可持续性.
科学领域:
- 物理治疗教育教育 物理治疗教育
- 合作医疗保健培训 合作医疗保健培训
- 临床安置物流 临床安置物流
背景情况:
- 当代物理治疗师 (PT) 教育在临床教育 (CE) 实习中面临挑战.
- 倡导PT学术课程与临床合作伙伴之间的合作,以实现可持续和互利的过程.
- 2014年临床教育峰会强调了对临床教育效率低下的创新解决方案的需要.
研究的目的:
- 描述俄俄州肯塔基州物理治疗教育工作者联盟 (联盟) 联盟核心网络 (CCN) 中央化的PT CE安置过程 (PT-CEPP) 模型的设计和实施.
- 分享参与者关于PT-CEPP模型实施的观点.
- 评估一种新的,集中式的PTCE实习方法的有效性.
主要方法:
- 在Exxat教育管理平台中设计并实施了一种新的5阶段集中PT-CEPP模型.
- 财团成立了一个指导委员会,主要利益相关者代表该委员会.
- 在实施后,使用Qualtrics调查和开放文本响应来收集参与者的观点,然后进行主题分析.
主要成果:
- 该CCN包括100%的受邀项目 (14/14) 和28%的受邀合作伙伴 (101/364).
- 最初的实施导致了1005份报价和549份CE安置.
- 参与者的反强调了角色特定的好处:合作伙伴重视"集中",而计划重视"流程".
结论:
- 转向集中式PT-CEPP模式为优化物理治疗师临床教育过程提供了宝贵的教训.
- 财团的经验表明,在CE安置系统中提高可持续性的潜力.
- 未来的PT-CEPP模型代可以根据参与者的反和结果进行改进.
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