Qualitative expert evaluation of an educational intervention outline aimed at developing a shared understanding of cross-border healthcare.

IF 1.5 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
GMS Journal for Medical Education Pub Date : 2024-04-15 eCollection Date: 2024-01-01 DOI:10.3205/zma001672
Juliëtte A Beuken, Mara E J Bouwmans, Diana H J M Dolmans, Michael F M Hoven, Daniëlle M L Verstegen
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引用次数: 0

Abstract

Objectives: Although cross-border healthcare benefits many patients and healthcare professionals, it also poses challenges. To develop a shared understanding of these opportunities and challenges among healthcare professionals, we designed an educational intervention outline and invited experts in healthcare and education to evaluate it. The proposed intervention was based on theoretical principles of authentic, team, and reflective learning.

Methods: Experts (N=11) received a paper outline of the intervention, which was subsequently discussed in individual, semi-structured interviews.

Results: Based on a thematic analysis of the interviews, we identified 4 themes: 1) using the experience you have, 2) learning with the people you work with, 3) taking the time to reflect on the past and future, and 4) adapting the intervention to its context.

Conclusion: According to the experts, the proposed intervention and its three underlying principles can enhance a shared understanding of cross-border healthcare. To unlock its full potential, however, they suggested adjusting the application of learning principles to its specific context. By situating learning in landscapes of practice, the intervention could contribute to the continuous development of cross-border healthcare.

对旨在形成对跨境医疗保健的共同理解的教育干预大纲进行定性专家评估。
目标:尽管跨境医疗保健为许多患者和医疗保健专业人员带来了好处,但也带来了挑战。为了让医疗保健专业人员对这些机遇和挑战有一个共同的认识,我们设计了一个教育干预大纲,并邀请医疗保健和教育专家对其进行评估。拟议的干预措施基于真实、团队和反思性学习的理论原则:方法:专家们(11 人)收到了干预措施的纸质大纲,随后在半结构化访谈中对大纲进行了讨论:根据对访谈的主题分析,我们确定了 4 个主题:1)利用你所拥有的经验;2)与你共事的人一起学习;3)花时间反思过去和未来;4)根据具体情况调整干预措施:专家们认为,拟议的干预措施及其三项基本原则可以加强对跨境医疗保健的共同理解。但是,为了充分发挥其潜力,他们建议根据具体情况调整学习原则的应用。通过将学习置于实践环境中,该干预措施可促进跨境医疗保健的持续发展。
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来源期刊
GMS Journal for Medical Education
GMS Journal for Medical Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
3.40
自引率
12.50%
发文量
30
审稿时长
25 weeks
期刊介绍: GMS Journal for Medical Education (GMS J Med Educ) – formerly GMS Zeitschrift für Medizinische Ausbildung – publishes scientific articles on all aspects of undergraduate and graduate education in medicine, dentistry, veterinary medicine, pharmacy and other health professions. Research and review articles, project reports, short communications as well as discussion papers and comments may be submitted. There is a special focus on empirical studies which are methodologically sound and lead to results that are relevant beyond the respective institution, profession or country. Please feel free to submit qualitative as well as quantitative studies. We especially welcome submissions by students. It is the mission of GMS Journal for Medical Education to contribute to furthering scientific knowledge in the German-speaking countries as well as internationally and thus to foster the improvement of teaching and learning and to build an evidence base for undergraduate and graduate education. To this end, the journal has set up an editorial board with international experts. All manuscripts submitted are subjected to a clearly structured peer review process. All articles are published bilingually in English and German and are available with unrestricted open access. Thus, GMS Journal for Medical Education is available to a broad international readership. GMS Journal for Medical Education is published as an unrestricted open access journal with at least four issues per year. In addition, special issues on current topics in medical education research are also published. Until 2015 the journal was published under its German name GMS Zeitschrift für Medizinische Ausbildung. By changing its name to GMS Journal for Medical Education, we wish to underline our international mission.
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