Layzell Sarah, Chahal Prit
GP Training Programme, East Midlands Healthcare Workforce Deanery, Nottingham, UK.
Educ Prim Care. 2010 Nov;21(6):376-84. doi: 10.1080/14739879.2010.11493943.
This paper reports on the evaluation of the educational benefits to third-year MPharm students attached to four Nottingham inner-city training practices as part of the first cohort of learners to come to a multiprofessional learning organisation (MPLO). The aim was to identify areas of benefit above and beyond those available at their core course in order to identify areas for further study.
This study used a mixture of both quantitative and qualitative methods to generate ideas through grounded theory. It used a hermeneutic approach to define multiprofessional learning and professional roles.
A questionnaire was developed and all students were invited to complete it at the end of their attachments. It was analysed using an SPSS computer package.
The main benefits perceived by pharmacy students were concerning development of professional role, behaviour in the field (legitimate peripheral participation) and emergence of professional identity. From the findings the authors have described an MPLO as 'an educational enterprise between different professions which has an ethos of mutual co-operation and understanding of each other's roles, emphasises communication and idea sharing and exists within a environment of 'smooth systems functioning". • An MPLO can be defined as: 'an educational enterprise between different professions which has an ethos of mutual co-operation and understanding of each other's roles, emphasises communication and idea sharing, and exists within a environment of 'smooth systems functioning'. • Neophyte professionals want to practise interprofessional behaviour. • Professional identity is enhanced when group differences are emphasised and the move to homogenise professional groups through interprofessional working may not be successful. • Educators must help learners challenge professional stereotypes and enable them to develop flexibility to meet future challenges.
本文报告了对作为首批进入多专业学习组织（MPLO）的学习者群体一部分，在诺丁汉市中心四个培训机构实习的三年级药学硕士学生所获教育收益的评估。目的是确定核心课程之外的受益领域，以便找出需要进一步研究的领域。
本研究采用定量和定性方法相结合的方式，通过扎根理论来产生观点。它采用诠释学方法来定义多专业学习和专业角色。
设计了一份问卷，并邀请所有学生在实习结束时填写。使用SPSS计算机软件包对问卷进行分析。
药学专业学生认为的主要益处涉及专业角色的发展、在该领域的行为（合法的边缘参与）以及专业身份的形成。基于研究结果，作者将MPLO描述为“不同专业之间的教育企业，具有相互合作和理解彼此角色的精神，强调沟通和思想共享，并存在于‘系统顺畅运行’的环境中”。• MPLO可定义为：“不同专业之间的教育企业，具有相互合作和理解彼此角色的精神，强调沟通和思想共享，并存在于‘系统顺畅运行’的环境中”。• 新手专业人员希望践行跨专业行为。• 当强调群体差异时，专业身份会得到增强，而通过跨专业工作使专业群体同质化的做法可能不会成功。• 教育工作者必须帮助学习者挑战专业刻板印象，并使他们能够培养灵活性以应对未来的挑战。
