促进跨专业身份的形成,以支持跨专业的合作 - - 确定教育设计的指导方针
Annemarie B Sänger1, Renée E Stalmeijer2, Simon Beausaert3
1School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands. a.sanger@maastrichtuniversity.nl.
Advances in health sciences education : theory and practice
|October 20, 2025
概括
跨专业身份 (IPI) 对健康专业的学生至关重要.
科学领域:
- 健康 专业 教育 卫生 专业 教育
- 教育科学教育科学教育科学
- 管理科学 管理科学
背景情况:
- 本科跨专业教育为学生准备应对复杂的医疗保健挑战.
- 专业间认同 (IPI) 对于专业间协作 (IPC) 是至关重要的,但培养它是不发达的.
研究的目的:
- 确定IPI的关键特征.
- 制定教育设计的指导方针,以促进跨专业身份形成 (IPIF).
主要方法:
- 批判性审查教育科学,卫生专业教育和管理科学文学.
- 通过反射主题分析分析了两个代文献搜索.
- 分析重点是IPI概念化,IPIF理论以及促进IPIF的机制.
主要成果:
- IPI的特点是:归属感,对跨专业工作的承诺,共同的价值观/道德,角色理解和IPC技能.
- 确定了五种解释IPIF的普遍理论.
- 针对学生,团队,教师和课程的教育设计 (ED-IPIF框架) 的指导方针得出.
结论:
- 在培养未来医疗保健专业人员方面,与IPC能力一起培养IPI至关重要.
- ED-IPIF框架为IPIF提供了一种基于理论的方法,用于整合教育设计.
- 需要进一步的研究来弥补缺口,并经验测试ED-IPIF框架.
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