Department of Medical and Health Sciences/Community Medicine, Faculty of Health and Sciences, Linköping, Sweden.
J Interprof Care. 2012 Mar;26(2):85-91. doi: 10.3109/13561820.2011.644644. Epub 2012 Jan 11.
Different professions meet and work together in teams every day in health and social care. To identify and deliver the best quality of care for the patient, teamwork should be both professionally and interprofessionally competent. How can enhanced education prepare teamworkers to be both professionally and interprofessionally competent? To achieve interprofessional skills and design effective interprofessional curricula, there is a need for metacognitive frameworks focusing on the relationship between theories and the problem-solving process as well as the structure and content of professional competence. The aim of this article is to discuss the need for shared metacognitive structures/models as a tool for securing successful interprofessional learning and developing personal, professional and interprofessional competence to improve the quality of care. A metacognitive model for interprofessional education and practice is presented in this article. This model has been developed as a tool for analyzing professional competence on three levels: individual, team and organization. The model comprises seven basic components of professional competence and the way they are related and interact. Examples of how this metacognitive model can be used in the early, middle and late stages in interprofessional education are given.
不同专业的人员在医疗和社会保健领域每天都会合作共事。为了确定并提供最佳的患者护理质量，团队合作应该在专业和跨专业方面都具备能力。强化教育如何使团队成员在专业和跨专业方面都具备能力？为了获得跨专业技能并设计有效的跨专业课程，需要有元认知框架，重点关注理论与解决问题过程之间的关系，以及专业能力的结构和内容。本文旨在讨论共享元认知结构/模型作为确保成功的跨专业学习以及发展个人、专业和跨专业能力以提高护理质量的工具的必要性。本文提出了一个跨专业教育和实践的元认知模型。该模型已被开发为一种工具，可在三个层面上分析专业能力：个人、团队和组织。该模型包含专业能力的七个基本组成部分，以及它们之间的关系和相互作用。还给出了如何在跨专业教育的早期、中期和后期阶段使用这种元认知模型的示例。
