平衡创造力和务实主义:来自林科平大学专业间学习课程的见解
Maria Kvarnström1, Susanne Kvarnström1, Elin A Karlsson1
1Department of Health, Medicine, and Caring Sciences, Linköping University, Linköping, Sweden.
International journal of medical education
|December 22, 2025
概括
这项研究评估了林科平大学2016年跨专业学习 (IPL) 课程. 调查结果表明,经验丰富的教师,组织支持和相关活动对于成功将IPL纳入卫生专业教育至关重要.
科学领域:
- 医疗教育 医学教育
- 健康 职业 教育 教育 专业
- 课程开发 课程开发
背景情况:
- 林科平大学医学与健康科学学院在2016年实施了新的课程.
- 该课程旨在加强卫生专业学生的专业间学习 (IPL).
- 评估该课程的应用对于了解其有效性至关重要.
研究的目的:
- 探索目前在林科平大学的专业间学习 (IPL) 课程的应用.
- 调查学生,教师和关键人员对课程设计,实施和活动的看法.
- 确定有助于IPL在卫生专业教育中成功整合的因素.
主要方法:
- 使用了定性定向内容分析.
- 与19名参与者 (学生,教师,关键人员) 进行了焦点小组和个人采访.
- 课程开发和评估的四维框架作为理论镜头.
主要成果:
- 出现了四个主要主题:IPL的理由,所需的学习成果,学习活动的设计和经验以及组织支持.
- 参与者强调了IPL的明确论证和定义的学习成果的重要性.
- 该研究确定了与有意义的学习活动和组织先决条件相关的挑战和促进者.
结论:
- 成功应用IPL课程需要平衡教学创新与实际考虑.
- 经验丰富的教师,强大的组织支持和精心设计的学习活动至关重要.
- 林科平大学的课程展示了作为卫生专业教育中跨专业学习模式的潜力.
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