让学生参与大规模的跨专业学习活动:以团队为基础的学习 (TBL) 作为教学解决方案.
Christie van Diggele1, Antonia J Clarke2,3, Annette Burgess2
1The University of Sydney Business School, The University of Sydney, Sydney, New South Wales, Australia.
这项研究开发了一个可扩展的跨专业教育模式,使用团队学习为健康学生. 这种方法促进了对患者安全和各种专业角色的合作和理解.
科学领域:
- 健康 专业 教育 卫生 专业 教育
- 专业间合作 专业间合作
- 患者安全 患者安全
背景情况:
- 大规模的跨专业教育 (IPE) 是一个挑战.
- IPE为医疗学生准备以患者为中心的协作护理.
- 这项研究的重点是IPE内部的"理解和从错误中学习".
研究的目的:
- 开发,实施和评估一个大规模的跨专业学习活动.
- 利用基于团队的学习 (TBL) 作为IPE交付的战略.
- 为了提高医疗专业学生对错误和患者安全的理解.
主要方法:
- 对769名高级卫生专业学生 (药学,护理,牙科,口腔健康,医学) 进行了为期2小时的团队学习 (TBL) 课程.
- 这些会议是他们学习单元的强制性组成部分,有多个辅导员出席.
- 通过问卷收集学生反,并使用描述性和主题分析进行分析.
主要成果:
- 98%的学生 (752/769) 参加了TBL课程.
- 学生报告说,TBL促进了跨学科合作,立即反,并改善了对患者安全和专业角色的理解.
- 一些学生指出,临床情景与他们的特定学科缺乏相关性.
结论:
- 基于团队的学习为跨专业教育提供了一个可扩展和有效的框架.
- 未来的IPE计划应该考虑优化每个团队的学科数量.
- 建议加强临床情景与各种学生学科的相关性.
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