跨界学科:通过交互式小组活动评估学习有关专业间的角色和责任
Sally R Earl1, Lesley Thweatt2, Emmy Parkes3
1University of Mississippi School of Pharmacy, Oxford, MS, United States of America.
专业间教育 (IPE) 改善了医疗保健学生对专业角色的理解. 这项互动活动增强了知识,为合作型以患者为中心的护理团队做好了准备.
科学领域:
- 健康 专业 教育 卫生 专业 教育
- 专业间合作 专业间合作
- 医疗保健劳动力发展工作人员
背景情况:
- 世界卫生组织 (WHO) 强调专业间教育 (IPE) 为合作实践准备的劳动力.
- IPE涉及专业人士学习,从,和彼此.
- 学生对各种医疗保健专业角色和责任的理解存在差距.
研究的目的:
- 描述一种专业间的教育活动,旨在提高学生对医疗保健专业角色的知识.
- 评估互动会议在提高对跨专业责任的理解方面的有效性.
- 评估IPE对准备学生参加跨专业医疗保健团队的影响.
主要方法:
- 开发了一个交互式小组活动,涉及来自六个医疗保健学科的教师.
- 来自运动训练,营养,护理,药学,社会工作和语音语言病理学的学生参加了.
- 使用匹配对的前后知识评估设计来衡量对20个常见角色和责任的理解变化.
主要成果:
- 学生表现出了对跨专业角色和责任的知识的显著整体增加.
- 互动会议有效地提高了学生对各种医疗保健功能的理解.
- 该干预措施在改善学生对协作实践的理解方面证明是有益的.
结论:
- 基于专业间的小组活动是提高学生对医疗保健角色知识的有效工具.
- 对角色和责任的更好理解更好地为学生准备跨专业团队参与.
- 这种类型的教育可以通过更好的团队合作,有助于提高以患者为中心的护理质量.
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