教师培训：跨专业教育中的教师专业发展
Teaching the teachers: faculty development in inter-professional education.
作者信息
Davis Beth P, Clevenger Carolyn K, Posnock Samuel, Robertson Bethany D, Ander Douglas S
机构信息
Department of Rehabilitation Medicine, Division of Physical Therapy, Emory University School of Medicine,1462 Clifton Road NE, Suite 314, Atlanta, GA 30322, USA.
Nell Hodgson Woodruff School of Nursing, Emory University, 1520 Clifton Road NE, Suite 314, Atlanta, GA 30322, USA.
出版信息
Appl Nurs Res. 2015 Feb;28(1):31-5. doi: 10.1016/j.apnr.2014.03.003. Epub 2014 Mar 26.
AIMS
The purpose of this study is to evaluate changes in self-concept for the knowledge, skills and attitudes toward inter-professional teamwork of facilitators who participated in training and an inter-professional team training event.
BACKGROUND
Inter-professional education requires dedicated and educated faculty.
METHODS
A pretest posttest quasi-experimental design was used for the evaluation. Fifty-three facilitators were asked to complete pre-post questionnaires to measure inter-professional team self-concept (IPTSC), assessing self-concept for the knowledge, skills, and attitudes required for performing in an inter-professional team.
RESULTS
Post-session scores on inter-professional team knowledge, skills and attitudes were significantly higher (F(1, 31) = 5.59, p = .02).
CONCLUSION
A facilitator development course and participation in the teaching event had a positive impact on perceived knowledge, skills and attitudes toward inter-professional teamwork.
目的
本研究旨在评估参与培训及跨专业团队培训活动的协调者在跨专业团队合作的知识、技能和态度方面自我概念的变化。
背景
跨专业教育需要敬业且受过教育的教员。
方法
采用前测后测准实验设计进行评估。53名协调者被要求完成前后测问卷，以测量跨专业团队自我概念（IPTSC），评估在跨专业团队中表现所需的知识、技能和态度的自我概念。
结果
跨专业团队知识、技能和态度的课后得分显著更高（F(1, 31) = 5.59，p = .02）。
结论
协调者发展课程及参与教学活动对跨专业团队合作的感知知识、技能和态度有积极影响。
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