A Description of the Integration of Interprofessional Collaborative Practice Competencies in the First 100 Weeks of Medical Student Education
A Description of the Integration of Interprofessional Collaborative Practice Competencies in the First 100 Weeks of Medical Student Education
复制标题
医学生教育前 100 周跨专业协作实践能力整合的描述
DOI：
10.1007/s40670-014-0057-7
复制
发表时间：
2014
影响因子：
1.7
通讯作者：
K. Gallo
中科院分区：
文献类型：
--
作者：
M. Cassara;Barbara DeVoe;A. Fornari;T. Kwiatkowski;K. Gallo
背景和前言医学实践、医疗保健的提供和医学院的课程在过去的100年里发生了显著的变化。当前的社会期望是，我们的医疗保健系统提供安全、以证据为基础、以患者为中心的护理，由具有凝聚力的跨专业团队在系统内提供，以限制差错、确保质量并最大限度地提高效益。人们普遍认识到，有必要改革医学教育，使之包括确保卫生专业人员学会协作工作的跨专业教育机会。基础科学和医学知识必须与临床实践相结合。新创建的四个医学教育目标包括学习结果的标准化和学习过程的个性化，正规知识和临床经验的整合，探究和创新习惯的培养，以及注重职业认同的形成。在我们新的霍夫斯特拉北岸医学院(HSOM)课程的开发中，这些目标都得到了考虑，并在整个跨专业教育经验中得到了明显的体现。目的我们描述了作为一所新的医学院，我们第一次努力设计和实施以跨专业教育协作(IPEC)为中心的课程体验，以确保它们尽早并经常贯穿前100周。我们使用深思熟虑的实践方法来为学生在第二个100周内加入的跨专业团队做好准备，作为他们临床助理和表演实习的一部分。分析我们重新评估了HSOM核心能力、教育计划目标(EPO)和个人课程学习目标(LOS)，以确定是否暴露了IPEC核心能力中的任何课程差距。我们特别关注那些在我们学校存在的头两年已经进行的课程。结论跨专业的教育经验贯穿于HSOM课程的前100周。作为一所新医学院的设计者，HSOM的院长、管理人员和教职员工接受了改革我们当代卫生职业教育模式的当务之急。
Background and IntroductionThe practice of medicine, the delivery of health care, and medical school curricula have evolved significantly over the past 100 years. Current societal expectations are that our health care systems offer safe, evidence-based, patient-centered care, provided by cohesive, interprofessional teams within systems that limit error, ensure quality, and maximize benefits. The need to transform medical education to include interprofessional educational opportunities that ensure health professionals learn to work collaboratively is well recognized. The basic sciences and medical knowledge must be integrated with clinical practice. The four newly created goals for medical education include standardization of learning outcomes and individualization of the learning process, integration of formal knowledge and clinical experience, development of habits of inquiry and innovation, and focus on professional identity formation. In the development of our new Hofstra North Shore School of Medicine’s (HSOM) curricula, these goals were considered and are evident throughout the interprofessional educational experiences.PurposeWe describe our first efforts, as a new medical school, to design and implement an Interprofessional Education Collaborative (IPEC)-centered curricular experience to ensure they are embedded early and often throughout the first 100 weeks. We use a deliberate practice approach to prepare our students for the interprofessional teams they will join as part of their clinical clerkships and acting internships in the second 100 weeks.AnalysisWe reassessed the HSOM core competencies, educational program objectives (EPOs), and individual course learning objectives (LOs) to determine if any curricular gaps in the IPEC core competencies were exposed. We focused particular attention on those courses that have already been conducted during the first 2 years of our school’s existence.ConclusionInterprofessional educational experiences are woven throughout the first 100 weeks of the HSOM curriculum. As the architects of a new medical school, the deans, administration, and faculty of the HSOM embraced the imperative to reform our contemporary models for health professions education.