工作更聪明,不更艰难:绘制跨专业教育合作的地图 跨课程的核心能力
Hanlie Pitout1, Paula Barnard-Ashton2, Fasloen Adams3
1Department of Occupational Therapy, Sefako Makgatho Health Sciences University, Pretoria, South Africa.
Medical science educator
|July 8, 2025
概括
将跨专业教育和协作实践 (IPECP) 整合到健康课程中是一项挑战. 这项研究发现,所有职业都包括IPEC核心能力,但IPEC核心能力不包括所有职业.
科学领域:
- 健康 职业 教育 教育 专业
- 跨专业教育与合作实践 (IPECP)
背景情况:
- 将专业间教育和协作实践 (IPECP) 整合到卫生专业的课程中存在挑战.
- 课程过载,时间和资源的可用性是重要的障碍.
研究的目的:
- 确定在现有的健康专业课程中实现专业间教育协作 (IPEC) 核心能力的机会.
- 分析IPEC核心能力在不同卫生专业中的代表性.
主要方法:
- 对11个医疗保健专业的课程图和文件进行量化,横截面的文档审查.
- 这是一项通过REDCap对每个专业的22名专家参与者进行的结构化调查.
主要成果:
- 所有分析的卫生专业课程都包含了IPEC核心能力.
- 价值观和道德能力的代表最多 (平均值=101.2),而团队和团队工作的代表最少 (平均值=64.6).
结论:
- 课程地图分析为识别IPECP中的差距和重叠提供了有价值的见解.
- 这些发现为开发综合,纵向,基于证据的IPECP课程提供了基础.
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