College of Nursing and Health Innovation, Arizona State University, Phoenix, USA.
J Interprof Care. 2013 Sep;27 Suppl 2:14-23. doi: 10.3109/13561820.2013.791671. Epub 2013 May 16.
Many universities in the United States are investing in classrooms and campuses designed to increase collaboration and teamwork among the health professions. To date, we know little about whether these learning spaces are having the intended impact on student performance. Recent advances in the identification of interprofessional teamwork competencies provide a much-needed step toward a defined outcome metric. Rigorous study of the relationship between design and student competence in collaboration also requires clear specification of design concepts and development of testable frameworks. Such theory-based evaluation is crucial for design to become an integral part of interprofessional education strategies and initiatives. Current classroom and campus designs were analyzed for common themes and features in collaborative spaces as a starting place for specification of design concepts and model development. Four major themes were identified: flexibility, visual transparency/proximity, technology and environmental infrastructure. Potential models linking this preliminary set of design concepts to student competencies are proposed and used to generate hypotheses for future study of the impact of collaborative design spaces on student outcomes.
美国许多大学正在投资建设旨在增加医疗专业人员之间的协作和团队合作的教室和校园。迄今为止，我们对这些学习空间是否对学生表现产生预期影响知之甚少。在确定跨专业团队合作能力方面的最新进展为确定明确的结果衡量标准提供了急需的一步。严格研究设计与学生协作能力之间的关系还需要明确设计概念的规范和可测试框架的开发。基于理论的评估对于设计成为跨专业教育策略和计划不可或缺的一部分至关重要。对现有教室和校园设计进行了分析，以找出协作空间中常见的主题和特征，作为规范设计概念和模型开发的起点。确定了四个主要主题：灵活性、视觉透明度/接近度、技术和环境基础设施。提出了将这组初步设计概念与学生能力联系起来的潜在模型，并用于生成关于协作设计空间对学生成果影响的未来研究的假设。
