Pippitt Karly, Moloney-Johns Amanda, Jalilibahabadi Shahrzad, Gren Lisa H
Department of Family and Preventive Medicine, University of Utah.
Fam Med. 2015 Apr;47(4):298-301.
Our purpose was to assess student, preceptor, and patient satisfaction with a phased pilot project to introduce interprofessional education teams into a clinical setting.
Focus groups with students and preceptors were used to evaluate acceptability with interprofessional education teams. We assessed pairings of second-year physician assistant students (PAS2) with both first- and second-year medical students (MS1, MS2) for three to eight clinic sessions in a university-based primary care clinic, over a period of 2 years.
Twenty students and seven preceptors participated in paired clinical placement. All students agreed that the pairing was helpful for their learning. MS felt that they benefitted from the clinical experience of the PAS, whereas PAS felt that MS brought depth of information from their didactic learning. All students wished that the clinic sessions could have been more frequent. Preceptors did not feel precepting two students was more burdensome than precepting one student but did feel it was important to choose appropriate students who were interested in working together and teaching each other. Preceptors felt that the MS2/PAS2 pairing was optimal.
Students and preceptors were all satisfied with interprofessional teams in the clinical setting. This model provides one solution to the dilemma of multiple learners requiring training in a limited number of clinical placement sites.
我们的目的是评估学生、带教教师和患者对一项分阶段试点项目的满意度，该项目将跨专业教育团队引入临床环境。
通过与学生和带教教师进行焦点小组讨论，评估对跨专业教育团队的接受度。在两年的时间里，我们评估了二年级医师助理学生（PAS2）与一年级和二年级医学生（MS1、MS2）的配对情况，他们在一所大学的初级保健诊所进行三到八次临床实习。
20名学生和7名带教教师参与了配对临床实习。所有学生都认为这种配对对他们的学习有帮助。医学生觉得他们从医师助理学生的临床经验中受益，而医师助理学生觉得医学生从他们的理论学习中带来了丰富的信息。所有学生都希望临床实习能更频繁一些。带教教师并不觉得指导两名学生比指导一名学生更繁重，但确实觉得选择有兴趣合作和互相学习的合适学生很重要。带教教师认为MS2/PAS2的配对是最佳的。
学生和带教教师对临床环境中的跨专业团队都很满意。这种模式为在有限数量的临床实习地点需要培训的多个学习者的困境提供了一种解决方案。
