跨专业教育在医学本科教育中的实践与效果

doi:10.3760/cma.j.issn.1673-677X.2018.04.005

中华医学教育杂志 ›› 2018, Vol. 38 ›› Issue (4): 499-502.DOI: 10.3760/cma.j.issn.1673-677X.2018.04.005

跨专业教育在医学本科教育中的实践与效果

宋雨晴, 张婷, 陈红

610041 成都,四川大学华西医院护理部四川大学华西护理学院2015级护理学专业硕士研究生(宋雨睛),四川大学华西医院护理部华西护理学院(陈红);610041 成都,四川省肿瘤医院妇科肿瘤中心(张婷)

收稿日期:2018-01-23 出版日期:2018-08-01 发布日期:2020-12-08
通讯作者: 陈红,Email:1366109878@qq.com

Application and effect of inter-professional education program in medical undergraduate education

Song Yuqing, Zhang Ting, Chen Hong

Department of Nursing,West China Hospital ＆ Grade 2015, Nursing Major, Master Degree Candidate, West China School of Nursing, Sichuan University, Chengdu 610041, China (Song YQ); Department of Gynecologic Oncology Center, Sichuan Cancer Hospital and Institution, Chengdu 610041, China (Zhang T); Department of Nursing, West China Hospital & West China School of Nursing, Sichuan University, Chengdu 610041, China(Chen H)

Received:2018-01-23 Online:2018-08-01 Published:2020-12-08
Contact: Chen Hong, Email: 1366109878@qq.com

摘要/Abstract

摘要： 目的探讨跨专业教育在医学本科教育中的应用及效果。方法对32名来自不同专业的医学本科生实施跨专业教育项目。采用跨专业学习准备量表对教学效果进行评价。结果课程结束时,32名医学本科生的跨专业学习准备量表评分由(3.83±0.29)分提高到(4.12±0.33)分,差异具有统计学意义(t=-3.795, P<0.001)。结论跨专业教育可以有效提升学生的跨专业学习态度,有助于提高其跨专业团队合作能力。在未来的医学教育中,需进一步探索和发展跨专业教育。

关键词: 跨专业教育, 医学本科生, 态度, 团队合作

Abstract: Objective To evaluate the application and effect of inter-professional education (IPE) intervention on medical undergraduates.Methods Thirty-two students from medicine, nursing, physiatrics and pharmacy were involved in the IPE program. They completed the readiness for interprofessional learning scale (RIPLS) before and after the IPE program.Results The score of RIPLS was increased from (3.83±0.29) to (4.12±0.33) before and after the IPE program (t=-3.795, P<0.001).Conclusions The IPE program had a positive influence on students' attitudes towards IPE learning and promoted inter-professional collaborative competency. The IPE in medical education should be developed in future.

Key words: Inter-professional education, Medical undergraduate, Attitudes, Collaboration

宋雨晴, 张婷, 陈红. 跨专业教育在医学本科教育中的实践与效果[J]. 中华医学教育杂志, 2018, 38(4): 499-502.

Song Yuqing, Zhang Ting, Chen Hong. Application and effect of inter-professional education program in medical undergraduate education[J]. Chinese Journal of Medical Education, 2018, 38(4): 499-502.

参考文献

[1] Oandasan I, Reeves S.Key elements for interprofessional education.Part 1: the learner, the educator and the learning context[J]. JInterprof Care, 2005,19 Suppl 1:21-38. DOI: 10.1080/13561820500083550.
[2] Committee on Quality Health Care in America.Crossing the quality chasm: A new health system for the 21st century [R]. Washington: National Academy Press, 2001.
[3] Centre for the Advancement of Interprofessional Education (CAPIE).Defining IPE[EB/OL]. [2013-04-12]. http://www.caipe.org.uk/resources/defining-ipe/.
[4] Darlow B, Coleman K, McKinlay E, et al.The positive impact of interprofessional education: A controlled trial to evaluate a programme for health professional students[J]. BMC Med Educ, 2015,15:98. DOI: 10.1186/s12909-015-0385-3.
[5] Gilbert JH, Yan J, Hoffman SJ.A WHO report: Framework for action on interprofessional education and collaborative practice[J]. J Allied Health, 2010,39 Suppl 1:196-197.
[6] Frenk J, Chen L, Bhutta ZA, et al.Health professionals for a new century: Transforming education to strengthen health systems in an interdependent world[J]. Rev Peru Med Exp Salud Publica, 2011,28(2):337-341.
[7] Robertson B, Kaplan B, Atallah H, et al.The use of simulation and a modified Team STEPPS curriculum for medical and nursing student team training[J]. Simul Healthc, 2010,5(6):332-337. DOI:10.1097/SIH.0b013e3181f008ad.
[8] Hope JM, Lugassy D, Meyer R, et al.Bringing interdisciplinary and multicultural team building to health care education: The downstate team-building initiative[J]. Acad Med, 2005,80(1):74-83.
[9] Parsell G, Bligh J.The development of a questionnaire to assess the readiness of health care students for interprofessional learning (RIPLS)[J]. Med Educ,1999,33(2):95-100.
[10] 王荣梅, 史念珂, 白锦兵, 等.护理学和临床医学专业学生跨专业学习态度的对比研究[J]. 中国实用护理杂志,2014,30(36):15-18. DOI:10.3760/cma.j.issn.1672-7088.2014.36.004.
Wang RM, Shi NK, Bai JB, et al.The attitudes towards interprofessional learning between nursing students and medical students[J]. Chinese Journal of Practical Nursing,2014,30(36):15-18. DOI:10.3760/cma.j.issn.1672-7088.2014.36.004.
[11] 庄淑梅, 丰小庆.跨专业教育在临床医护操作技术课程中的实施[J]. 中华护理教育,2015,12(8):577-580. DOI:10.3761/j.issn.1672-9234.2015.08.005.
Zhuang SM, Feng XQ.Effects of interprofessional education in the course of clinical operation techniques[J]. Chinese Journal of Nursing Education,2015,12(8):577-580. DOI: 10.3761/j.issn.1672-9234.2015.08.005.
[12] Joseph S, Diack L, Garton F, et al.Interprofessional education in practice[J]. Clin Teach, 2012,9(1):27-31. DOI: 10.1111/j.1743-498X.2011.00486.x.
[13] Lairamore C, George-Paschal L, McCullough K, et al.A case-based interprofessional education forum increases health students' perceptions of collaboration[J]. Med Sci Educ, 2013, 23(3):472-481. DOI:10.1007/BF03341670.
[14] Hertweck ML, Hawkins SR, Bednarek ML, et al.Attitudes toward interprofessional education: Comparing physician assistant and other health care professions students[J]. J Physician Assist Educ,2012,23(2):8-15.
[15] Keshtkaran Z, Sharif F, Rambod M.Students' readiness for and perception of inter-professional learning: A cross-sectional study[J]. Nurse Educ Today, 2014,34(6):991-998. DOI: 10.1016/j.nedt.2013.12.008.
[16] Coster S, Norman I, Murrells T, et al.Interprofessional attitudes amongst undergraduate students in the health professions: A longitudinal questionnaire survey[J]. Int J Nurs Stud,2008,45(11):1667-1681. DOI:10.1016/j.ijnurstu.2008.02.008.
[17] Schmitt M H.Core competencies for interprofessional collaborative practice: A US expert panel report[J]. J Interprof Care, 2013, 27:17-18.
[18] 程筱雯.临床医学和检验医学本科跨专业教育新模式探讨[J]. 科技创新导报,2016(15):156-157. DOI:10.16660/j.cnki.1674-098X.2016.15.156.
[19] Ruebling I, Pole D, Breitbach AP, et al.A comparison of student attitudes and perceptions before and after an introductory interprofessional education experience[J]. J Interprof Care, 2014,28(1):23-27. DOI:10.3109/13561820.2013.829421.
[20] 吴伟, 孙玮, 刘菲, 等.医学模式变化与医学跨专业教育[J]. 中华医学教育杂志,2015,35(2):168-170. DOI:10.3760/cma.j.issn.1673-677X.2015.02.003.
Wu W, Sun W, Liu F, et al.Changes in medical models and interdisciplinary medical education[J]. Chin J Med Edu,2015,35(2):168-170. DOI:10.3760/cma.j.issn.1673-677X.2015.02.003.

跨专业教育在医学本科教育中的实践与效果

Application and effect of inter-professional education program in medical undergraduate education

PDF (PC)

可视化

摘要/Abstract

引用本文

使用本文

参考文献

相关文章 2

编辑推荐

Metrics

本文评价

[1]	韩巍. 某大学医学人文学院老体制教师对人事制度改革的认识和态度及需求[J]. 中华医学教育杂志, 2020, 40(9): 662-665.
[2]	魏誉民, 钟志勇, 邹玉仙, 高雅. 眼科临床实践中医学生心理压力和应对方式研究[J]. 中华医学教育杂志, 2020, 40(8): 590-593.