设想跨专业教育：对一种新型城市中心健康教育体验的项目评估
IMAGINE-ing interprofessional education: program evaluation of a novel inner city health educational experience.
作者信息
Hu Tina, Cox Kelly Anne, Nyhof-Young Joyce
机构信息
Faculty of Medicine, University of Toronto, Ontario, Canada.
Office of Evaluations, Faculty of Medicine, University of Toronto, Ontario, Canada.
出版信息
Can Med Educ J. 2017 Feb 24;8(1):e67-e75. eCollection 2017 Feb.
BACKGROUND
Poverty is a key determinant of health that leads to poor health outcomes. Although most healthcare providers will work with patients experiencing poverty, surveys among healthcare students have reported a curriculum gap in this area. This study aims to introduce and evaluate a novel, student-run interprofessional inner city health educational program that combines both practical and didactic educational components.
METHODS
Students participating in the program answered pre- and post-program surveys. Wilcoxon signed-rank tests and descriptive thematic analysis were used for quantitative and qualitative data, respectively.
RESULTS
A total of 28 out of 35 participants responded (response rate: 80%). Student knowledge about issues facing underserved populations and resources for underserved populations significantly increased after program participation. Student comfort working with underserved populations also significantly increased after program participation. Valued program elements included workshops, shadowing, and a focus on marginalized populations.
CONCLUSION
Interprofessional inner city health educational programs are beneficial for students to learn about poverty intervention and resources, and may represent a strategy to address a gap in the healthcare professional curriculum.
背景
贫困是导致健康状况不佳的关键健康决定因素。尽管大多数医疗服务提供者会与贫困患者合作，但对医学生的调查显示，这一领域存在课程差距。本研究旨在引入并评估一项由学生主导的新型跨专业市中心健康教育项目，该项目结合了实践和理论教育内容。
方法
参与该项目的学生在项目前后分别回答调查问卷。Wilcoxon符号秩检验和描述性主题分析分别用于定量和定性数据。
结果
35名参与者中有28人做出回应（回应率：80%）。参与项目后，学生对弱势群体面临的问题以及为弱势群体提供的资源的了解显著增加。参与项目后，学生与弱势群体合作的舒适度也显著提高。该项目受到重视的元素包括工作坊、见习以及对边缘化人群的关注。
结论
跨专业市中心健康教育项目有利于学生了解贫困干预和相关资源，可能是解决医疗专业课程差距的一种策略。
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