乌干达医学院基于模拟的跨专业学习的障碍和促进因素:一项定性研究
Josephine N Najjuma1, Albert Muhumuza2, Data Santorino2
1Mbarara University of Science and Technology, Mbarara, Uganda. jnajjuma@must.ac.ug.
BMC medical education
|December 25, 2024
概括
在撒哈拉以南非洲地区实施模拟增强型跨专业教育 (IPE) 面临着资源缺口和安排冲突等障碍. 解决这些过程和政策挑战是成功整合协作健康培训的关键.
科学领域:
- 医学教育 医学教育
- 健康 专业 教育 卫生 专业 教育
- 实施科学 实施科学
背景情况:
- 专业间教育 (IPE) 对于有效的协作和改善健康结果至关重要,但在撒哈拉以南非洲尚未得到充分探索.
- 目前的医疗培训往往孤立专业,忽视了协作学习.
- 基于模拟的学习 (SBL) 为IPE提供了一个平台,但其实施,特别是模拟增强的IPE (Sim-IPE),在乌干达等地区缺乏证据.
研究的目的:
- 确定在姆巴拉拉科技大学实施Sim-IPE的障碍和促进因素.
- 收集利益相关方关于将IPE集成到现有的SBL基础设施中的观点.
主要方法:
- 一项使用半结构面试与大学管理人员和教师进行的定性研究.
- 与暴露于SBL的本科医学和护理学生 (n=31) 的焦点小组讨论.
- 以实施研究综合框架 (CFIR) 为指导的分析,使用演编码方法.
主要成果:
- 在CFIR领域中发现的障碍包括缺乏跨专业资源,安排冲突,IPE专用课程时间的缺失,负面看法和不清楚的评估.
- 促进者包括IPE的公认重要性和利益相关方对Sim-IPE的支持.
- 关键的障碍源于干预过程和机构的内部/外部环境.
结论:
- 显著的流程和政策障碍阻碍了Sim-IPE的实施,需要有针对性的干预.
- 为了成功采用IPE,利用利益相关者对IPE价值的认可至关重要.
- 结果为设计和实施Sim-IPE在类似的低收入和中等收入国家环境中提供了一个基准.
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