Using Online Learning and Interactive Simulation To Teach Spiritual and Cultural Aspects of Palliative Care to Interprofessional Students
Using Online Learning and Interactive Simulation To Teach Spiritual and Cultural Aspects of Palliative Care to Interprofessional Students
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DOI：
10.1089/jpm.2012.0038
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发表时间：
2012-11-01
影响因子：
2.8
通讯作者：
Bia, Margaret
中科院分区：
文献类型：
--
作者：
Ellman, Matthew S.;Schulman-Green, Dena;Bia, Margaret
背景：为了满足严重疾病患者的复杂需求，卫生专业学生需要在姑息治疗的基本方面进行教育，包括如何在跨专业团队中协作。目标：创建、实施并与学生一起评估医学、护理、牧师和社会工作方面的教育计划。五个学习目标强调了姑息关怀的精神、文化和跨专业方面。设计：该项目融合了两个连续的组成部分：基于案例的在线互动学习模块和实时、动态的模拟工作坊。测量：使用内容分析来分析学生对在线案例中四个反思的自由文本回应，以及关于学生研讨会后问卷的开放式问题，并对其进行量化分析。结果：对217名学生的自由文本回复的分析表明，所有专业的学生都认识到自己学科之外的重要问题，其他专业人员的角色，以及团队合作的价值。309份问卷的量化分析表明，所有专业的学生都认为该项目达到了其五个学习目标(平均反应值为4)，并在教育质量和对未来职业工作的有用性方面对该项目及其两个组成部分给予了高度评价(平均响应值约为>；4)。结论：这一创新的跨专业教育项目将在线学习和现场互动模拟相结合，向不同专业的学生传授姑息关怀的精神、文化和跨专业方面的知识。尽管面临着平衡专业代表的挑战，这一创新的跨专业教育项目实现了其学习目标，并可能被转移到其他教育环境中使用。
Background: To meet the complex needs of patients with serious illness, health professional students require education in basics aspects of palliative care, including how to work collaboratively on an interprofessional team.Objectives: An educational program was created, implemented, and evaluated with students in medicine, nursing, chaplaincy, and social work. Five learning objectives emphasized spiritual, cultural, and interprofessional aspects of palliative care.Design: The program blended two sequential components: an online interactive, case-based learning module, and a live, dynamic simulation workshop.Measurements: Content analysis was used to analyze students' free-text responses to four reflections in the online case, as well as open-ended questions on students' postworkshop questionnaires, which were also analyzed quantitatively.Results: Analysis of 217 students' free-text responses indicated that students of all professions recognized important issues beyond their own discipline, the roles of other professionals, and the value of team collaboration. Quantitative analysis of 309 questionnaires indicated that students of all professions perceived that the program met its five learning objectives (mean response values >4 on a 5-point Likert scale), and highly rated the program and its two components for both educational quality and usefulness for future professional work (mean response values approximately >4).Conclusions: This innovative interprofessional educational program combines online learning with live interactive simulation to teach professionally diverse students spiritual, cultural, and interprofessional aspects of palliative care. Despite the challenge of balanced professional representation, this innovative interprofessional educational program met its learning objectives, and may be transferable for use in other educational settings.