From professional silos to interprofessional education: campuswide focus on quality of care.
From professional silos to interprofessional education: campuswide focus on quality of care.
复制标题
DOI：
10.1097/qmh.0b013e3181aea20d
复制
发表时间：
2009-07-01
影响因子：
1.2
通讯作者：
Paulman, Paul
中科院分区：
文献类型：
--
作者：
Margalit, Ruth;Thompson, Sarah;Paulman, Paul
目标：医学研究所呼吁将跨专业教育（IPE）整合到卫生专业课程中，以提高医疗保健质量。作为回应，我们开发，实施和评估了一个校园广泛的IPE计划，从传统的教育孤岛转变为更大的协作。 ，牙科和药房）与大学医院合作伙伴互动以提供此计划。内容涉及IPE的原则，团队合作开发和2个常见质量护理问题：医院获得的感染和沟通错误。前/后疗法，专业专业学习量表的准备就绪以及跨专业教育的感知量表被用于对学生学习的描述性评估。回报：学生表现出对医疗保健质量和跨性别团队合作原则的越来越多的了解，并报告了对共享的积极态度学习。尽管该计划后，对跨专业学习量表的准备就绪越来越积极，但跨专业教育知觉量表的分数更加均匀。学生和教职员工都对经验进行了高度评价：该计划是为个人和教师的IPE的认识和对IPE的认识和热情的准备的第一步教师买入。
OBJECTIVES: The Institute of Medicine called for the integration of interprofessional education (IPE) into health professions curricula, in order to improve health care quality. In response, we developed, implemented, and evaluated a campus wide IPE program, shifting from traditional educational silos to greater collaboration.METHODS: Students (155) and faculty (30) from 6 academic programs (nursing, medicine, public health, allied health, dentistry, and pharmacy) engaged with a university hospital partner to deliver this program. The content addressed principles of IPE, teamwork development and 2 common quality care problems: hospital-acquired infections and communication errors. Pre-/post-surveys, the Readiness for Interprofessional Learning Scale, and the Interprofessional Education Perception Scale, were used for descriptive assessment of student learning.RESULTS: Students demonstrated increased understanding of health care quality and interprofessional teamwork principles and reported positive attitudes toward shared learning. While responses to the Readiness for Interprofessional Learning Scale grew more positive after the program, scores on the Interprofessional Education Perception Scale were more homogeneous. Both students and faculty highly evaluated the experience.CONCLUSION: This program was a first step in preparing individuals for collaborative learning, fostering awareness and enthusiasm for IPE among students and faculty, and demonstrating the feasibility of overcoming common barriers to IPE such as schedule coordination and faculty buy-in.