从我到我们:个体学生从七个健康专业课程的演变成为一个运作的跨专业团队
Jill Horbacewicz, Rivka Molinsky1, Meira L Orentlicher
1Touro University School of Health Sciences, 3 Times Square, 5th floor, New York, NY 10036, USA. Tel 646-777-9518. Rivka.molinsky@ touro.edu.
这项研究分析了在一个跨专业教育研讨会上的学生对话,展示了个人如何转变为一个协作团队. 调查结果强调了必要的跨专业协作实践技能的发展.
科学领域:
- 医疗保健教育 医疗保健教育
- 专业间合作 专业间合作
- 团队发展 团队发展
背景情况:
- 跨专业教育 (IPE) 对于准备医疗保健专业人员至关重要.
- 发展协作实践技能需要了解团队动态.
- 对实时交互的定性分析为团队形成提供了独特的见解.
研究的目的:
- 在IPE研讨会期间对学生对话进行定性分析.
- 描述从个人专业身份过渡到一个运作的跨专业团队.
- 确定学生如何发展跨专业合作实践的核心能力.
主要方法:
- 对录制的学生对话进行定性主题分析.
- 转录和分析的一般归纳方法 (GIA).
- 在为期1天的研讨会上,专注于一张11名学生和一名教师辅导员的单一桌子.
主要成果:
- 确定了三个关键主题:"从我到我们" (个人到团队的过渡),教师辅导员的作用,以及跨专业教育协作 (IPEC) 能力的发展.
- 实时观察一个跨专业团队的动态演变.
- 展示了研讨会在培养协作实践技能的有效性.
结论:
- IPE研讨会为各种医疗保健学生培养必要的协作技能提供便利.
- 分析实际的互动,为团队发展过程提供了有价值的见解.
- 该研究独特地捕捉到了跨专业团队形成的展开.
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