药房和医生助理学生体验从一个跨专业教育体验的好处,包括动机面试培训培训
Shane Desselle1, Joy Moverley2, Jamila Beckford3
1Associate Dean for Research and Professional Affairs, Touro University California College of Pharmacy, 1310 Club Dr. Vallejo, CA 94592, United States of America.
使用标准化患者的激励面试进行的专业间教育改善了药房和医生助理学生的专业身份和对团队合作的态度. 然而,它并没有显著增加动机面试的自我效能.
科学领域:
- 健康 专业 教育 卫生 专业 教育
- 专业间教育 专业间教育
- 激励性的采访 激励性的采访
背景情况:
- 跨专业教育 (IPE) 是常见的,但与标准化患者 (SPs) 进行激励面试 (MI) 是罕见的.
- 这项研究侧重于药学和医师助理学生的多方参与战略.
研究的目的:
- 评估IPE MI培训干预对MI自我效能,专业身份形成 (PIF) 和对专业间护理的态度的影响.
- 干预涉及学生团队与医生互动.
主要方法:
- 一年级药学 (PGY1) 和第二年级医生助理 (PA-S2) 学生参加了为期3小时的教学课程和基于团队的SP互动.
- 干预包括汇报和书面反思.
- 干预前和后的调查测量了MI的自我有效性,PIF,以及对IPE的态度.
主要成果:
- 学生在职业认同形成和对跨专业教育的态度方面表现出显著的改善.
- 没有观察到MI自我有效性的实质性增长.
- 质量反强调了积极的专业间融合,但建议学年一致性可以提高自我效能.
结论:
- 与SP和自我反思的IPE活动可以使药房和PA课程受益.
- 纵向的方法可以进一步加强这种跨专业的努力.
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