Barker Keegan K, Oandasan Ivy
Department of Family & Community Medicine, University of Toronto, Ontario M5T 2S8, Canada.
J Interprof Care. 2005 Jun;19(3):207-14. doi: 10.1080/13561820500138693.
Integrated interprofessional care teams are the focus of Canadian and American recommendations about the future of health care. Keeping with this, a family medicine teaching site developed an educational initiative to expose trainees to interprofessional care processes and learning (Interprofessional Care Review; IPC). A formative evaluation pilot study was completed using one-on-one interviews and a focus group (n = 6) with family medicine residents. A semi-structured guide was utilized regarding: knowledge, skills and attitudes related to interprofessional care; their experience of the processes utilized in IPC. Data were analyzed using content analysis. Residents' perspectives on their learning revolved around four themes: changes to understanding and practice of interprofessional care; personal impact of IPC; learning about other health professionals; tension and challenges of IPC learning and clinical implementation. Residents valued the educational experience, but identified that faculty supervisors provided "mixed messages" in the value of collaborating with other health professionals. Implications regarding future educational and research opportunities are discussed.
跨专业综合护理团队是加拿大和美国关于未来医疗保健建议的重点。与此一致，一个家庭医学教学点开展了一项教育倡议，让学员接触跨专业护理流程和学习（跨专业护理评审；IPC）。使用一对一访谈和焦点小组（n = 6）对家庭医学住院医师进行了一项形成性评价试点研究。使用了一份关于跨专业护理相关知识、技能和态度以及他们在IPC中所采用流程的经验的半结构化指南。采用内容分析法对数据进行分析。住院医师对他们学习的看法围绕四个主题展开：对跨专业护理理解和实践的改变；IPC的个人影响；了解其他健康专业人员；IPC学习和临床实施中的紧张关系及挑战。住院医师重视这种教育体验，但指出教师督导在与其他健康专业人员合作的价值方面传递了“相互矛盾的信息”。文中讨论了对未来教育和研究机会的启示。
