Mitchell Pamela H, Belza Basia, Schaad Douglas C, Robins Lynne S, Gianola F J, Odegard Peggy Soule, Kartin Deborah, Ballweg Ruth A
University of Washington School of Nursing, Center for Health Sciences Interprofessional Education, Seattle, Washington 98195-7266, USA.
Acad Med. 2006 Oct;81(10):891-6. doi: 10.1097/01.ACM.0000238078.93713.a6.
The Institute of Medicine's vision for health professions education specifies working together across professions and schools to provide patient-centered care. Improvement in collaborative preparation of health professionals is seen as central to achieving substantial improvement in the quality of health care. In this article, the authors address one central question: How can medical schools work with other health-sciences schools to promote their educational, research, and service missions? The authors summarize the history of the University of Washington (UW) Health Sciences Center in promoting interprofessional collaboration in education, service and research; analyze the key strategic, structural, cultural and technical elements that have promoted success or served as barriers in the development of the UW Center for Health Sciences Interprofessional Education and Research; and suggest strategies that may be transferable to other institutions seeking to implement an interprofessional health sciences program. These include both top-down and bottom-up authority and function in key working groups, institutional policies such as interprofessional course numbers and shared indirect costs, and development of a culture of interprofessionalism among faculty and students across program boundaries.
美国医学研究所对卫生专业教育的愿景明确指出，要跨专业和跨学校合作，以提供以患者为中心的护理。卫生专业人员协作培养方面的改进被视为实现医疗保健质量大幅提升的核心。在本文中，作者探讨了一个核心问题：医学院如何与其他健康科学学校合作，以推进其教育、研究和服务使命？作者总结了华盛顿大学健康科学中心在促进教育、服务和研究领域跨专业合作方面的历史；分析了在华盛顿大学健康科学跨专业教育与研究中心发展过程中推动成功或成为障碍的关键战略、结构、文化和技术要素；并提出了一些可移植到其他寻求实施跨专业健康科学项目的机构的策略。这些策略包括关键工作组中自上而下和自下而上的权力与职能、诸如跨专业课程数量和共享间接成本等机构政策，以及在跨项目边界的教师和学生中培养跨专业文化。
