Academic Programs Office, Department of Medicine, University of Pennsylvania School of Medicine, Philadelphia, Pennsylvania 19104, USA.
Acad Med. 2010 Feb;85(2):254-9. doi: 10.1097/ACM.0b013e3181c8845e.
As the 100-year anniversary of the Flexner Report approaches us, the physician workforce in the 21st century faces a radically different health care environment. To function effectively in this environment, future physicians, including medical students, will need educational programs that incorporate the theory and practice of teams and teamwork. Medical school graduates will be expected to understand how teams function and be capable themselves of functioning in a team. They will need to be competent in the knowledge, skills, and attitudes of teams and teamwork. Numerous reports during the past 10 years from national oversight and safety institutes and agencies have supported the need for team training in the health care environment, especially as a means to decrease errors and increase patient safety. Hospital training programs have begun implementing interdisciplinary team training around high-risk scenarios for their trainees and staff. However, for most medical schools, competence in team training has not been an instructional objective of educating medical students. Most instruction has been individual learning (i.e., lectures) or group learning (i.e., team-based or problem-based learning) even though there is strong evidence for team learning to be effective. With the ongoing changes in health care, it is argued that Flexner would concur that team training is necessary for medical students.
随着《弗莱克斯纳报告》发表 100 周年纪念日的临近，21 世纪的医生劳动力将面临一个截然不同的医疗环境。为了在这种环境中有效运作，未来的医生，包括医学生，将需要教育计划，将团队和团队合作的理论与实践结合起来。医学院的毕业生将需要了解团队如何运作，并能够在团队中发挥作用。他们需要具备团队和团队合作的知识、技能和态度。在过去的 10 年中，来自国家监督和安全机构和机构的许多报告都支持在医疗保健环境中进行团队培训，尤其是作为减少错误和提高患者安全的一种手段。医院培训计划已经开始围绕高风险场景为学员和员工实施跨学科团队培训。然而，对于大多数医学院来说，团队培训的能力并不是教育医学生的教学目标。大多数教学都是个体学习（即讲座）或小组学习（即基于团队或基于问题的学习），尽管有强有力的证据表明团队学习是有效的。随着医疗保健的持续变化，可以说弗莱克斯纳会同意团队培训对于医学生是必要的。
