塑造跨专业的身份和态度:基于场景的培训口腔全身患者管理
Cihan Varol1, Giray Kolcu2,3, Mukadder İnci Başer Kolcu4,5
1Faculty of Dentistry, Department of Oral and Maxillofacial Surgery, Süleyman Demirel University, Isparta, Turkey.
BMC medical education
|December 20, 2025
概括
使用基于场景的学习 (SBL) 的为期一天的跨专业教育 (IPE) 计划显著改善了卫生专业学生的专业身份和对团队合作的态度. 这种干预弥合了纪律差距,提高了为协作患者护理的准备.
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
- 口腔系统健康 口腔系统健康
背景情况:
- 在土耳其,牙科,医学和护理教育的学科隔离阻碍了协作实践.
- 基于场景的学习 (SBL) 提供了真实的经验,以培养跨专业的身份,态度和团队合作.
- IPE对于管理口腔系统健康至关重要,但其整合是有限的.
研究的目的:
- 评估基于SBL的一天IPE计划的影响.
- 评估扩展职业身份,双重身份和跨职业态度的变化.
- 了解SBL在为学生准备协作口腔系统健康管理方面的有效性.
主要方法:
- 量化,准实验设计与24名牙科,医学和护理学生.
- 使用Kern的六步方法开发的干预,包括口腔系统健康场景,汇报和讲座.
- 验证的土耳其尺度 (EPIS-TR,DIS-TR,IPAS-TR) 在干预前和干预后使用;用威尔科克森签名等级测试,斯皮尔曼相关性和IPA分析数据.
主要成果:
- 干预后,扩展职业身份量表 (EPIS-TR) 和双重身份量表 (DIS-TR) 的分数显著增加.
- 在专业间态度量表 (IPAS-TR) 组件中观察到显著的改善,特别是团队合作和角色和责任.
- 在EPIS和IPAS之间发现了强烈的正相关性,在EPIS-DIS和IPAS-DIS之间发现了温和的相关性,表明身份和态度的相互联系.
结论:
- 一次为期一天的基于SBL的IPE干预有效地增强了医疗专业学生的跨专业身份和态度.
- 结构化的SBL活动可以成功地弥合学科分歧,澄清角色,并提高对协作护理的准备.
- 将SBL整合到课程中,并将认证与跨专业能力协调一致,可以促进整体医疗保健,包括口腔健康.
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