解读跨专业教育中学生辅导员的看法和经验:一项定性研究。

IF 3.1 2区 医学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Medical Education Online Pub Date : 2024-12-31 Epub Date: 2024-03-17 DOI:10.1080/10872981.2024.2330257
Qing He, Junru Lei, Doris Chong, Pauline Luk, Enoch Chan, Xiaoai Shen, George Lim Tipoe, Linda Chan, Michael M Manio, John Ian Wilzon T Dizon, Fraide A Ganotice
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引用次数: 0

摘要

要提高健康专业学生的学习效率和合作实践能力,就必须深入了解促进跨专业学习的策略。虽然教师和临床指导者被认为是跨专业教育(IPE)的促进者,但对学生促进者参与 IPE 的影响了解有限。因此,本研究旨在探讨学生促进者在 IPE 中的看法和经验。我们招募了 13 名学生辅导员来领导跨专业学习项目,随后邀请他们参加一对一访谈。我们制定了访谈指南,以探讨他们在促进 IPE 方面的动机、期望、参与度、有效性和成就。使用 MAXQDA 软件进行了专题分析,以分析学生促进者的经验和看法。来自医学、护理学、药学、言语和听力科学以及社会工作等不同学科的八位受访者参与了研究。研究结果表明,学生主持人高度评价了他们的 IPE 促进经历,认为这符合他们的期望,并建立了社交网络,增强了自信,增进了对其他专业的了解,培养了终身技能。此外,学生主持人还通过营造轻松的学习环境、表现出同情和支持行为,以及使用包容性语言吸引 IPE 学习者参与小组讨论,展示了认知和社会一致性。本研究全面了解了学生辅导员在 IPE 中的作用,为不断发展的 IPE 文献做出了贡献。研究建立了一个概念框架,以探索整个促进体验,包括学生促进者的动机和期望、他们的参与和有效性,以及观察到的成就。这些发现可以为 IPE 同行教学培训的发展提供参考,并促进进一步的研究,为 IPE 的最佳实施确定相关的促进者能力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Unpacking the perceptions and experiences of student facilitators in interprofessional education: a qualitative study.

Enhancing health professional students' effective learning and collaborative practice requires a deep understanding of strategies for facilitating interprofessional learning. While faculty members and clinical preceptors are recognized as facilitators in interprofessional education (IPE), there is limited knowledge about the impact of student facilitators' engagement in IPE. Accordingly, this study aims to explore the perceptions and experiences of student facilitators in IPE. Thirteen student facilitators were recruited to lead an interprofessional learning program, and they were subsequently invited to participate in one-on-one interviews. An interview guide was developed to explore their motivations, expectations, engagement, effectiveness, and achievements in IPE facilitation. Thematic analysis was conducted using MAXQDA software to analyze the student facilitators' experiences and perceptions. Eight interviewees from various disciplines, including Medicine, Nursing, Pharmacy, Speech and Hearing Sciences, and Social Work, took part in the study. The findings revealed that student facilitators highly valued their IPE facilitation experience, which aligned with their expectations and led to the creation of social networks, increased confidence, improved understanding of other professions, and the development of lifelong skills. Furthermore, the student facilitators demonstrated cognitive and social congruence by establishing a relaxed learning environment, displaying empathetic and supportive behaviors, and using inclusive language to engage IPE learners in group discussions. This study provides a comprehensive understanding of the role of student facilitators in IPE, contributing to the evolving literature on IPE. A conceptual framework was developed to explore the entire facilitation experience, encompassing the motivations and expectations of student facilitators, their engagement and effectiveness, and the observed achievements. These findings can inform the development of peer teaching training in IPE and stimulate further research in identifying relevant facilitator competencies for optimal delivery of IPE.

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来源期刊
Medical Education Online
Medical Education Online EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.00
自引率
2.20%
发文量
97
审稿时长
8 weeks
期刊介绍: Medical Education Online is an open access journal of health care education, publishing peer-reviewed research, perspectives, reviews, and early documentation of new ideas and trends. Medical Education Online aims to disseminate information on the education and training of physicians and other health care professionals. Manuscripts may address any aspect of health care education and training, including, but not limited to: -Basic science education -Clinical science education -Residency education -Learning theory -Problem-based learning (PBL) -Curriculum development -Research design and statistics -Measurement and evaluation -Faculty development -Informatics/web
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