Exploring the nature of facilitating interprofessional learning: findings from an exploratory study
Exploring the nature of facilitating interprofessional learning: findings from an exploratory study
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DOI：
10.3109/13561820.2013.811640
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发表时间：
2013-11-01
影响因子：
2.7
通讯作者：
Purden, Margaret
中科院分区：
文献类型：
--
作者：
Ruiz, Maria Gabriela;Ezer, Helene;Purden, Margaret
随着管理多种疾病和疾病相关问题的日益复杂，跨专业教育(IPE)在为学生与不同专业人员合作做准备方面的重要性受到越来越多的关注。针对卫生专业学生混合群体的教育活动正在增加，促进跨专业学生群体的学习现在被认为是成功的跨专业学习活动的重要组成部分。然而，对于辅导员对来自不同专业的学生使用的策略，以及他们如何促进学习，人们知之甚少。这项研究利用通过分析视频获得的数据，这些视频是IPE和跨专业实践的大型研究的一部分，该研究旨在确定辅导员与来自五个不同职业的卫生保健学生一起参加七项不同学习活动的教学策略和行为。这些数据捕捉了学生的反应和行为，并提供了对跨专业接触的动态的洞察。研究结果表明，促进小组涉及辅导员和学生之间三种类型的互动：促进者控制的互动、促进者驱动的互动和学生驱动的互动。研究结果还表明，教师发展计划应该帮助辅导员重新审视教学方法，并鼓励学生承担起在他们所有的跨专业接触中讨论问题和与他人合作的责任。教师发展活动的连续性和稳定性将更好地为临床教育工作者和年轻专业人员成为跨专业冠军做好准备。
With the growing complexity in managing multiple disease and illness-related problems, increased attention is being paid to the importance of interprofessional education (IPE) in preparing students for working collaboratively with different professionals. Educational activities for mixed groups of health professional students are increasing, and facilitation of learning in interprofessional student groups is now acknowledged as an essential part of successful interprofessional learning activities. However, little is known about the strategies used by facilitators with students from different professions, and how they promote learning. Using data obtained through an analysis of videos taken as part of a large study of IPE and interprofessional practice, this study aimed to identify the pedagogical strategies and behaviours of facilitators participating in seven different learning activities with health care students from five different professions. The data captured student reactions and behaviours and provided insight into the dynamics of the interprofessional encounters. The findings showed that facilitating groups involved a complex interchange of three types of interaction between facilitators and students: facilitator-controlled interaction, facilitator-driven interaction and student-driven interactions. The findings also suggest that faculty development programs should assist facilitators to re-examine teaching approaches and encourage students to assume the responsibility for discussing issues and collaborating with others in all their interprofessional contacts. Continuity and stability in faculty development activities will better prepare clinical educators and young professionals to become interprofessional champions.