Weber M D, Karman T A
Department of Biology, Oral Roberts University, Tulsa 74171.
Am J Physiol. 1991 Dec;261(6 Pt 3):S12-6. doi: 10.1152/advances.1991.261.6.S12.
If health care professionals are to be effective members of an interdisciplinary team of diagnostic specialists, it is critical that their university education equip them for that role. Using Tuckman's four stages of "forming," "storming," "norming," and "performing," university faculty are shown how a group of undergraduate science students can be developed into an organism intent on identifying solutions to problems posed to them (e.g., technical, medical-ethical). The use of the group approach enhances maturity, competence, self-esteem, and motivation of the students and enables the instructor to delegate appropriate responsibilities to the students. In addition to a sense of achievement, students also reported greater appreciation of the ideas, values, and abilities of their group colleagues.
如果医疗保健专业人员要成为诊断专家跨学科团队中的有效成员，那么他们的大学教育使其具备该角色所需的能力至关重要。运用塔克曼提出的“形成期”“风暴期”“规范期”和“执行期”这四个阶段，向大学教师展示了如何将一群本科理科学生培养成一个致力于找出针对他们所面临问题（如技术、医学伦理问题）的解决方案的有机整体。采用小组方法能提高学生的成熟度、能力、自尊和积极性，并使教师能够将适当的责任委派给学生。除了成就感之外，学生们还表示更加欣赏团队同事的想法、价值观和能力。
