Solomon Patricia, Salvatori Penny, Guenter Dale
McMaster University, Hamilton, Canada.
Med Teach. 2003 Jul;25(4):408-13. doi: 10.1080/0142159031000137418.
This study examined students' perceptions of their learning through participation in an interprofessional problem-based course on rehabilitation and HIV. Students representing five health professions participated in an eight-week tutorial course. Qualitative analysis of journals that the students completed throughout the course, and of interviews of the students at completion of the course, revealed that they valued their learning experience. Students gained an appreciation of the roles of others and developed a sense of confidence through justifying their professional role. Through the interprofessional discussions, students were able to increase the breadth and depth of their learning and also gained a rehabilitation perspective. Learning related to HIV and rehabilitation is ideally suited to an interprofessional, problem-based environment.
本研究考察了学生对通过参与一门关于康复与艾滋病病毒的跨专业问题导向课程进行学习的看法。代表五个卫生专业的学生参加了一门为期八周的辅导课程。对学生在整个课程中完成的日志以及课程结束时对学生的访谈进行定性分析后发现，他们重视自己的学习经历。学生们对他人的角色有了更深入的理解，并通过阐述自己的专业角色培养了自信心。通过跨专业讨论，学生们能够拓宽和深化自己的学习，还获得了康复视角。与艾滋病病毒和康复相关的学习非常适合跨专业的问题导向环境。
