学习理论及其在专业间教育 (IPE) 中的应用,以促进双重身份发展
Hossein Khalili1,2,3
1School of Health Sciences, Winston-Salem State University, Winston-Salem, NC, USA.
Journal of interprofessional care
|April 30, 2025
概括
本研究探讨了学习理论如何指导跨专业教育的协作实践. 应用行为主义,认知主义,建设主义和人文主义有助于设计有效的跨专业教学和学习体验.
科学领域:
- 健康 专业 教育 卫生 专业 教育
- 学习理论应用学习理论应用.
- 跨专业的合作实践.
背景情况:
- 跨专业的教学和学习对于协作实践至关重要,旨在改善健康结果和公平.
- 复杂性源于不同的学习背景,先入为主的观念和不同的学习环境.
- 目前的实践缺乏协作实践 (IPECP) 的专业间教育的一致的理论基础.
研究的目的:
- 在专业间教育 (IPE) 中批判性地分析和应用四个主要的学习理论.
- 为设计和实施有效的专业间学习体验提供指导.
- 培养未来从业人员的双重专业和跨专业身份.
主要方法:
- 对行为主义,认知主义,建设主义和人文主义进行批判性分析.
- 将这些理论应用于跨专业教学和学习的背景.
- 讨论设计和实施IPECP干预措施.
主要成果:
- 学习理论提供了框架来解决跨专业教学和学习的复杂性.
- 理论应用可以指导开发有效的IPECP干预措施.
- 结构化的学习体验可以促进协作实践的必要双重身份.
结论:
- 学习理论为协作实践的强有力的跨专业教育提供了必要的基础.
- 有效的IPECP需要有学习理论为基础的有意设计.
- 培养双重身份是准备有能力的跨专业从业人员的关键.
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