Hewlett S, Clarke B, O'Brien A, Hammond A, Ryan S, Kay L, Richards P, Almeida C
School of Nursing, University of the West of England, Bristol BS2 8HW, UK.
Rheumatology (Oxford). 2008 Jul;47(7):1025-30. doi: 10.1093/rheumatology/ken139. Epub 2008 Apr 28.
Rheumatological conditions are common, thus nurses (Ns) occupational therapists (OTs) and physiotherapists (PTs) require at least basic rheumatology knowledge upon qualifying. The aim of this study was to develop a core set of teaching topics and potential ways of delivering them.
A modified Delphi technique was used for clinicians to develop preliminary core sets of teaching topics for each profession. Telephone interviews with educationalists explored their views on these, and challenges and solutions for delivering them. Inter-professional workshops enabled clinicians and educationalists to finalize the core set together, and generate methods for delivery.
Thirty-nine rheumatology clinicians (12N, 14OT, 13PT) completed the Delphi consensus, proposing three preliminary core sets (N71 items, OT29, PT26). Nineteen educationalists (6N, 7OT, 6PT) participated in telephone interviews, raising concerns about disease-specific vs generic teaching and proposing many methods for delivery. Three inter-professional workshops involved 34 participants (clinicians: N12, OT9, PT5; educationalists: N2, OT3, PT2; Patient 1) who reached consensus on a single core set comprising six teaching units: Anatomy and Physiology; Assessment; Management and Intervention; Psychosocial Issues; Patient Education; and the Multi-disciplinary Team, recommending some topics within the units receive greater depth for some professions. An innovative range of delivery options was generated plus two brief interventions: a Rheumatology Chat Show and a Rheumatology Road Show.
Working together, clinicians and educationalists proposed a realistic core set of rheumatology topics for undergraduate health professionals. They proposed innovative delivery methods, with collaboration between educationalists, clinicians and patients strongly recommended. These potential interventions need testing.
风湿性疾病很常见，因此护士、职业治疗师和物理治疗师在取得资格时至少需要具备基本的风湿病学知识。本研究的目的是制定一套核心教学主题以及传授这些主题的潜在方法。
采用改良的德尔菲技术让临床医生为每个专业制定初步的核心教学主题集。通过电话采访教育工作者，探讨他们对这些主题的看法以及传授这些主题所面临的挑战和解决方案。跨专业研讨会使临床医生和教育工作者能够共同确定核心主题集，并生成传授方法。
39名风湿病临床医生（12名护士、14名职业治疗师、13名物理治疗师）完成了德尔菲共识，提出了三个初步核心主题集（护士71项、职业治疗师29项、物理治疗师26项）。19名教育工作者（6名护士、7名职业治疗师、6名物理治疗师）参与了电话采访，他们对针对特定疾病的教学与通用教学表示担忧，并提出了许多传授方法。三次跨专业研讨会有34名参与者（临床医生：护士12名、职业治疗师9名、物理治疗师5名；教育工作者：护士2名、职业治疗师3名、物理治疗师2名；患者1名），他们就一个由六个教学单元组成的单一核心主题集达成了共识：解剖学和生理学；评估；管理与干预；心理社会问题；患者教育；以及多学科团队，并建议某些单元内的一些主题对某些专业进行更深入的讲解。还产生了一系列创新的传授方式以及两项简短干预措施：一场风湿病访谈节目和一场风湿病巡回展示。
临床医生和教育工作者共同为本科健康专业人员提出了一套切实可行的风湿病核心主题集。他们提出了创新的传授方法，强烈建议教育工作者、临床医生和患者之间开展合作。这些潜在干预措施需要进行测试。
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