学生心理需求满足对跨专业能力的影响:一个多层次分析
Xiaoai Shen1, John Ian Wilzon T Dizon1, George L Tipoe1
1Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong SAR, China.
BMC medical education
|July 3, 2025
概括
学生的心理需求满足,特别是自主性和相关性,大大提高了医疗保健教育中的跨专业能力. 在各个层面的能力是有效合作的关键在跨专业的学习环境.
科学领域:
- 医疗保健教育 医疗保健教育
- 心理学 心理学 心理学
- 团队合作 研究 研究 团队合作
背景情况:
- 跨专业教育 (IPE) 促进跨学科的团队学习.
- 在了解团队层面的心理需求满足如何影响跨专业能力方面存在差距.
- 自决理论 (SDT) 提供了一个探索这些关系的框架.
研究的目的:
- 研究个人和团队层面的心理需求满足 (自主性,能力,相关性) 对跨专业能力的影响.
- 解决IPE研究中关于团队动态和能力发展的理论和方法差距.
主要方法:
- 涉及两所香港大学不同学科的医疗保健学生的定量研究.
- 用了自我报告的尺度来满足基本的心理需求和跨专业的协作能力.
- 采用多层次分析来检查个人和团队层面的影响.
主要成果:
- 个人层面的自主性和关联性对于发展沟通,角色明确,以患者为中心的护理,冲突解决和团队运作等能力至关重要.
- 在个人和团队层面的竞争力是整体协作最强的预测因素.
- 调查结果强调了满足心理需求对专业间技能发展的重要性.
结论:
- 在个人和团队层面满足学生的心理需求对于实现跨专业能力至关重要.
- SDT为理解心理需求与IPE结果之间的联系提供了有价值的理论镜头.
- 结果可以为IPE计划的设计提供信息,以加强协作医疗保健实践和推进IPE研究方法.
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