通过交互式专业间学习在神经学中建立专业间认同:一个随机对照试验
P Altmann1,2, B Fasching3,4, T Rothschedl5
1Department of Neurology, Medical University of Vienna, Waehringer Guertel 18-20, 1090, Vienna, Austria. patrick.altmann@meduniwien.ac.at.
BMC medical education
|July 2, 2025
概括
一个简短的专业间学习 (IPL) 研讨会在神经病学工作期间改善了医学学生的专业间认同. 这种干预提高了协作实践技能和对患者护理的理解.
科学领域:
- 医学教育 医学教育
- 专业间合作 专业间合作
- 神经学培训 神经学培训
背景情况:
- 在神经病学中,专业间的合作对于患者的治疗结果至关重要.
- 对神经病学职位的专业间学习 (IPL) 干预措施的研究是有限的.
- 本研究评估了一个简短的IPL研讨会对医学学生的跨专业认同的影响.
研究的目的:
- 为了评估90分钟的互动IPL研讨会对医学学生的跨专业身份的影响.
- 探索学生对跨专业实践中的挑战和机会的看法.
- 确定将IPL整合到神经病学职位中的可行性.
主要方法:
- 随机对照试验涉及39名神经学实习生.
- 干预组接受了90分钟的IPL互动研讨会;对照组接受了一个非互动的会议.
- 使用扩展专业身份量表 (EPIS-G) 测量的结果,感知到的挑战/机遇,以及反思性的反应.
主要成果:
- IPL干预组在所有跨专业身份领域都显示出显著的改善 (p < 0.001).
- 在对照组中没有观察到任何显著的变化.
- 定性分析显示,对协作,团队工作和对患者护理利益的认可的承诺增加了.
结论:
- 一个90分钟的交互式IPL研讨会可以在神经学职工期间在医学学生中启动跨专业身份的形成.
- 学生通过识别挑战和机会,展示了对协作实践复杂性的理解.
- 支持将IPL整合到神经学培训中,以推进协作实践.
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