跨专业教育,这给了医学生学习的机会,with,以及其他卫生专业人员,是本科医学教育课程的重要组成部分。尽管如此,有意和持续地将跨专业教育融入本科医学学习经历可能是具有挑战性的,尤其是在临床环境中。
我们实施了75分钟,互动式,协作,基于案例的会议,重点是儿科环境中的跨专业临床挑战。医学生对他们的儿科核心轮换和社会工作内部的学员,护理,药房,营养学探索了团队的概念,反映在角色上,并考虑了跨专业合作如何影响患者的预后。
一百九十二名卫生专业学生在10个月期间(2017年9月至2018年7月)在三个地点参加了15次会议。每次会议结束后,参与者完成了会议评估。他们对经验和案例插图的有效性和相关性给予了很高的评价。对开放式问题的回应表明,学生们已经学会了利用团队成员的专业知识的重要性,并决心在未来面临跨专业挑战时大声疾呼。
这个基于案例的会议是一个后勤上可行和积极接受的机会,卫生专业学生讨论跨专业合作。它可以适应各种学习者群体和学术环境,并可以纳入现有课程。
Interprofessional education, which gives medical students the opportunity to learn from, with, and about other health professionals, is an essential component of the undergraduate medical education curriculum. Nonetheless, deliberate and sustained integration of interprofessional education into the undergraduate medical learning experience can be challenging, especially within the clinical setting.
We implemented a 75-minute, interactive, collaborative,
case-based conference focusing on an interprofessional clinical challenge in a pediatric setting. Medical students on their pediatrics core rotation and trainees within social work, nursing, pharmacy, and nutrition explored the concept of a team, reflected on roles, and considered how interprofessional collaboration could influence patient outcomes.
One hundred ninety-two health professions students participated in 15 sessions at three sites over a 10-month period (September 2017-July 2018). After each session, participants completed a session evaluation. They gave high ratings to the effectiveness and relevance of the experience and the
case vignette. Responses to open-ended questions revealed that students had learned the importance of leveraging the expertise of team members and had resolved to speak up when faced with an interprofessional challenge in the future.
This
case-based session is a logistically feasible and positively received opportunity for health professions students to discuss interprofessional collaboration. It could be adapted for a variety of learner populations and academic environments and could be incorporated into existing curricula.