Bandali Karim, Parker Kathryn, Mummery Michelle, Preece Mary
The Michener Institute for Applied Health Sciences, Toronto, Canada.
J Interprof Care. 2008 Mar;22(2):179-89. doi: 10.1080/13561820701753969.
The objective of our study was to propose an innovative applied health undergraduate curriculum model that uses simulation and interprofessional education to facilitate students' integration of both technical and "humanistic" core skills. The model incorporates assessment of student readiness for clinical education and readiness for professional practice in a collaborative, team-based, patient-centred environment. Improving the education of health care professionals is a critical contributor to ultimately improving patient care and outcomes. A review of the current models in health sciences education reveals a scarcity of clinical placements, concerns over students' preparedness for clinical education, and profession-specific delivery of health care education which fundamentally lacks collaboration and communication amongst professions. These educational shortcomings ultimately impact the delivery and efficacy of health care. Construct validation of clinical readiness will continue through primary research at The Michener Institute for Applied Health Sciences. As the new educational model is implemented, its impact will be assessed and documented using specific outcomes measurements. Appropriate modifications to the model will be made to ensure improvement and further applicability to an undergraduate medical curriculum.
我们研究的目的是提出一种创新的应用健康本科课程模式，该模式利用模拟和跨专业教育，促进学生将技术核心技能与“人文”核心技能融合。该模式在以患者为中心的协作式团队环境中，纳入了对学生临床教育准备情况和专业实践准备情况的评估。改善医疗保健专业人员的教育是最终改善患者护理和治疗效果的关键因素。对健康科学教育当前模式的审查发现，临床实习机会稀缺，对学生临床教育准备情况存在担忧，以及医疗保健教育按专业划分的方式从根本上缺乏各专业之间的协作与沟通。这些教育缺陷最终会影响医疗保健的提供和效果。临床准备情况的结构效度将通过米切纳应用健康科学研究所的初步研究继续进行验证。随着新教育模式的实施，将使用特定的成果指标对其影响进行评估和记录。将对该模式进行适当修改，以确保改进并进一步适用于本科医学课程。
