行动中的合作:在临床学习环境中成功实施以学习者为导向的虚拟跨专业教育课程。

IF 1.9 3区 医学 Q3 HEALTH CARE SCIENCES & SERVICES
Sara North, Roni Lafky, Bonnie Horgos, Cheri L. Friedrich
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引用次数: 0

摘要

尽管提供高质量、灵活的跨专业教育(IPE)的技术能力在不断提高,但在临床学习环境(CLE)中,这仍然是一个基本上尚未开发的领域。为了弥补这一差距,明尼苏达大学推出了 "行动中的协作":Learner-Driven Curriculum (CIA-LDC) 作为一种 IPE 模式,旨在实现流行病后世界的可持续发展。在两个学年的时间里,CIA-LDC 框架通过一种迭代的、以数据为依据的方法,结合学生的反馈、学术计划的共同创造、不断发展的文献和吸取的经验教训,得到了发展和扩展。本文介绍了对个别活动和整体模式的修改,以及主要的经验教训。两年来,大多数 CIA-LDC 评估回复都认为,花费的时间是合理的,参与活动几乎没有给他们的实习医生或实习基地带来任何负担,这种体验支持了目标跨专业能力的发展,而且应在 CLE 中提供 IPE。CIA-LDC 有望成为 CLE 中成功、优质的 IPE 模式,供来自任何地理位置、任何实践环境的任何专业的学员使用。其结果表明,在流行病后的世界里,这种教学设计具有可接受性和可行性,在高级教育研究方面具有巨大的潜力,可培养下一代成为具备协作实践能力的劳动力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Collaboration in action: successful implementation of a learner-driven virtual interprofessional education curriculum in the clinical learning environment.
Though technological capabilities to provide high-quality, flexible interprofessional education (IPE) have continued to grow, this remains a largely undeveloped area in the clinical learning environment (CLE). To address this gap, the University of Minnesota launched the Collaboration in Action: Learner-Driven Curriculum (CIA-LDC) as an IPE model designed for sustainability in a post-pandemic world. Over the course of two academic years, the CIA-LDC framework evolved and expanded through an iterative, data-informed approach incorporating student feedback, academic programme co-creation, evolving literature, and lessons learned. Modifications to individual activities and the overall model are presented, as well as key lessons learned. The majority of CIA-LDC evaluation responses across 2 years agreed that the amount of time spent was reasonable, participation placed little to no burden on their preceptor or site, the experience supported target interprofessional competency development, and that IPE should be provided in the CLE. The CIA-LDC holds promise as a successful, quality model for IPE in the CLE, available to learners from any profession in any geographic location in any practice setting. Outcomes demonstrate a pedagogical design with buy-in and feasibility in a post-pandemic world, with tremendous potential for advanced educational research to prepare the next generation as a collaborative practice-ready workforce.
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来源期刊
Journal of Interprofessional Care
Journal of Interprofessional Care HEALTH CARE SCIENCES & SERVICES-
CiteScore
5.80
自引率
14.80%
发文量
124
审稿时长
6-12 weeks
期刊介绍: The Journal of Interprofessional Care disseminates research and new developments in the field of interprofessional education and practice. We welcome contributions containing an explicit interprofessional focus, and involving a range of settings, professions, and fields. Areas of practice covered include primary, community and hospital care, health education and public health, and beyond health and social care into fields such as criminal justice and primary/elementary education. Papers introducing additional interprofessional views, for example, from a community development or environmental design perspective, are welcome. The Journal is disseminated internationally and encourages submissions from around the world.
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