在重症监护室转向专业间教学:一种混合方法的研究研究
Aahd Kubbara1, Jennifer Wong1, Katie Capp2
1Division of Pulmonary, Allergy, Critical Care, and Sleep Medicine and.
ATS scholar
|January 17, 2025
概括
在医学研究生培训中,跨专业教育 (IPE) 增强了团队合作. 整合跨专业团队成员 (IPM) 作为重症监护室 (ICU) 讲座的教育工作者,改善了居民对角色和相互尊重的理解.
科学领域:
- 医学教育 医学教育
- 医疗保健团队协作 医疗保健团队协作
- 关键护理医学 关键护理医学
背景情况:
- 越来越多地强调专业间教育 (IPE),以促进卫生专业的团队合作.
- 虽然本科IPE研究得很好,但其在研究生医学教育中的应用,特别是在重症监护病房 (ICU) 的应用,理解得更少.
- IPE旨在改善沟通,团队合作,以及对专业角色的理解.
研究的目的:
- 在学术ICU开发和实施基于讲座的跨专业课程.
- 评估学习者和跨专业团队成员 (IPM) 对这一教育模式的看法.
- 探索IPM作为教育工作者所提供的好处和机会.
主要方法:
- 通过参与医生,研究员和IPM (药剂师,营养师,高级实践提供者,物理治疗师) 的互动讲座,通过标准化的重症护理医学课程进行了交付.
- 内科医生对教师参与度和教育价值的看法在干预之前和之后进行了定量评估.
- 与居民和IPM组成的半结构焦点小组探索了他们的经验,动机以及IPM在教学中的有效性.
主要成果:
- 定量分析显示,居民对教师参与度的看法没有显著变化 (前:4.16/5,后:4.20/5).
- 定性发现揭示了投资,共同目标,专业知识,相互尊重,改善患者护理和参与的主题.
- IPM的动机是分享专业知识和投资回报.
结论:
- 跨专业团队成员 (IPM) 可以在以讲座为基础的ICU课程中有效地作为教育工作者进行整合.
- 居民反表明,IPM参与增强了对专业角色的理解,并促进了相互尊重.
- 通过分享专业知识和实现投资回报的机会,IPM受到教学的激励.
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