Barrett Gillian, Greenwood Rosemary, Ross Kath
Faculty of Health and Social Care, University of the West of England, Stapleton, Bristol, UK.
J Interprof Care. 2003 Aug;17(3):293-301. doi: 10.1080/1356182031000122915.
The current policy agenda purports the need for education establishments and practice agencies to join together to promote interprofessional working. It was within this policy context that in September 2000 the Faculty of Health and Social Care, University of the West of England (Bristol) introduced an interprofessional strand within 10 professional programmes. This article outlines a number of challenges associated with the incorporation of interprofessional education into the pre-qualifying curriculum and details the approaches used to meet these challenges. Logistical barriers associated with organising more than 700 students into interprofessional groups in a format that does not result in an over representation of any group, developing and selecting appropriate scenarios, resourcing the interprofessional modules, integrating interprofessional education throughout the whole student experience and facilitating the delivery of the interprofessional modules are all considered, together with adjustments made in the light of evaluations to date.
当前的政策议程主张教育机构和实践机构需要联合起来，以促进跨专业合作。正是在这一政策背景下，2000年9月，西英格兰大学（布里斯托尔）健康与社会关怀学院在10个专业课程中引入了跨专业板块。本文概述了将跨专业教育纳入资格前课程所面临的一些挑战，并详细介绍了应对这些挑战所采用的方法。文中考虑了一系列后勤障碍，包括如何以不会导致任何一个群体人数过多的方式，将700多名学生组织成跨专业小组、开发和选择合适的场景、为跨专业模块提供资源、在整个学生体验过程中整合跨专业教育以及促进跨专业模块的授课，同时还介绍了根据迄今为止的评估所做的调整。
