背景:工作整合学习(WIL)已被广泛接受,并且是获得医疗保健学生在未来工作场所所需的基本能力的必要条件。然而,基于能力的教育(CBE)仍然很复杂。在WIL期间经常关注日常练习。特此,持续的能力发展岌岌可危。此外,能力需要不断发展的事实往往被忽视。
目标:为了最终促进CBE在医疗保健教育中的优化,这项研究旨在研究如何优化WIL在医疗保健教育中的能力发展,毕业前和毕业后。
方法:对16位能力发展和WIL专家进行了14次半结构化访谈。包括八个医疗保健学科,即副学士学位护理,听力学,家庭医学,护理(学士),职业治疗,足疗,儿科,和言语治疗。此外,包括两名医疗领域以外的独立专家,以扩大能力发展的视角。基于使用Nvivo12©的归纳主题分析,使用了定性研究方法,其中\'体内\'代码被聚类为子主题和主题。
结果:分析揭示了有效和持续能力发展的八种要求,即在(1)能力框架的背景下的要求,(2)反思和反馈,(3)评估,(4)能力发展的连续性,(5)导师参与,(6)ePortfolios,(7)能力发展可视化,(8)毕业后的能力发展。值得注意的是,在一个教育计划中满足了某些要求,而在另一个教育计划中却没有。这强调了基于能力的教育在不同的教育计划和实习环境中如何形成的巨大差异。然而,所有的教育计划似乎都认识到持续能力发展的重要性。
结论:这项研究的结果表明,确定和满足有效和持续能力发展的要求对于优化医疗保健教育实践中的能力发展至关重要。
BACKGROUND: Work-integrated learning (WIL) is widely accepted and necessary to attain the essential competencies healthcare students need at their future workplaces. Yet, competency-based education (CBE) remains complex. There often is a focus on daily practice during WIL. Hereby, continuous competency development is at stake. Moreover, the fact that competencies need to continuously develop is often neglected.
OBJECTIVE: To ultimately contribute to the optimization of CBE in healthcare education, this study aimed at examining how competency development during WIL in healthcare education could be optimized, before and after graduation.
METHODS: Fourteen semi-structured interviews with 16 experts in competency development and WIL were carried out. Eight healthcare disciplines were included namely associate degree nursing, audiology, family medicine, nursing (bachelor), occupational therapy, podiatry, pediatrics, and speech therapy. Moreover, two independent experts outside the healthcare domain were included to broaden the perspectives on competency development. A qualitative research approach was used based on an inductive thematic analysis using Nvivo12© where \'in vivo\' codes were clustered as sub-themes and themes.
RESULTS: The analysis revealed eight types of requirements for effective and continuous competency development, namely requirements in the context of (1) competency frameworks, (2) reflection and feedback, (3) assessment, (4) the continuity of competency development, (5) mentor involvement, (6) ePortfolios, (7) competency development visualizations, and (8) competency development after graduation. It was noteworthy that certain requirements were fulfilled in one educational program whereas they were absent in another. This emphasizes the large differences in how competence-based education is taking shape in different educational programs and internship contexts. Nevertheless, all educational programs seemed to recognize the importance of ongoing competency development.
CONCLUSIONS: The results of this study indicate that identifying and meeting the requirements for effective and continuous competency development is essential to optimize competency development during practice in healthcare education.