Interprofessional care review with medical residents: lessons learned, tensions aired--a pilot study.
Interprofessional care review with medical residents: lessons learned, tensions aired--a pilot study.
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DOI：
10.1080/13561820500138693
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发表时间：
2005-06-01
影响因子：
2.7
通讯作者：
Oandasan, Ivy
中科院分区：
文献类型：
--
作者：
Barker, Keegan K;Oandasan, Ivy
整合的跨专业护理团队是加拿大和美国关于医疗保健未来的建议的重点。与此相一致，一个家庭医学教学网站开发了一项教育倡议，让受训人员接触跨专业护理过程和学习(跨专业护理审查；IPC)。通过一对一访谈和与家庭医学住院医师的焦点小组(n=6)，完成了形成性评估先导研究。使用了一份半结构化指南，内容涉及：与跨专业护理相关的知识、技能和态度；他们在IPC中使用的过程的经验。采用内容分析法对数据进行分析。住院医生对其学习的看法围绕四个主题：对跨专业护理的理解和实践的变化；IPC的个人影响；了解其他卫生专业人员；IPC学习和临床实施的紧张和挑战。居民们重视这种教育经验，但发现教职员工主管在与其他卫生专业人员合作的价值方面提供了“含混的信息”。讨论了对未来教育和研究机会的影响。
Integrated interprofessional care teams are the focus of Canadian and American recommendations about the future of health care. Keeping with this, a family medicine teaching site developed an educational initiative to expose trainees to interprofessional care processes and learning (Interprofessional Care Review; IPC). A formative evaluation pilot study was completed using one-on-one interviews and a focus group (n = 6) with family medicine residents. A semi-structured guide was utilized regarding: knowledge, skills and attitudes related to interprofessional care; their experience of the processes utilized in IPC. Data were analyzed using content analysis. Residents' perspectives on their learning revolved around four themes: changes to understanding and practice of interprofessional care; personal impact of IPC; learning about other health professionals; tension and challenges of IPC learning and clinical implementation. Residents valued the educational experience, but identified that faculty supervisors provided "mixed messages" in the value of collaborating with other health professionals. Implications regarding future educational and research opportunities are discussed.