Hudak Nicholas M, Melcher Betsy, Strand de Oliveira Justine
Nicholas M. Hudak, MPA, MSEd, PA-C, is an associate professor in the Department of Community and Family Medicine, Duke University School of Medicine, and clinical coordinator for the Duke University Physician Assistant Program in Durham, North Carolina. Betsy Melcher, MS, ATC, MHS, PA-C, is an assistant professor in the Department of Community and Family Medicine, Duke University School of Medicine, and academic coordinator for the Duke University Physician Assistant Program in Durham, North Carolina. Justine Strand de Oliveira, DrPH, PA-C, is a professor emeritus for the Duke University School of Medicine, Department of Community and Family Medicine, and the Duke University Physician Assistant Program in Durham, North Carolina.
J Physician Assist Educ. 2017 Dec;28(4):214-217. doi: 10.1097/JPA.0000000000000168.
This study describes clinical preceptors' perceptions of interprofessional practice, the nature and variety of physician assistant (PA) students' interprofessional interactions during clinical training, and factors that facilitate or hinder interprofessional education (IPE) in clinical settings.
This qualitative study involved interviews with preceptors that were audio-recorded, transcribed, and then analyzed through an iterative process to identify key conceptual themes.
Fourteen preceptors from a variety of clinical settings participated. Four themes were identified: (1) preceptors define interprofessional practice differently; (2) students learn about teams by being a part of teams; (3) preceptors separate students to avoid diluting learning experiences; and (4) preceptors can facilitate IPE by introducing students to members of the team and role modeling team skills.
The themes may inform PA educators' efforts to increase IPE in clinical settings through educational interventions with both preceptors and students.
本研究描述了临床带教教师对跨专业实践的看法、医师助理（PA）学生在临床培训期间跨专业互动的性质和多样性，以及在临床环境中促进或阻碍跨专业教育（IPE）的因素。
本定性研究包括对带教教师的访谈，访谈进行了录音、转录，然后通过迭代过程进行分析以确定关键概念主题。
来自各种临床环境的14名带教教师参与了研究。确定了四个主题：（1）带教教师对跨专业实践的定义不同；（2）学生通过成为团队的一员来了解团队；（3）带教教师将学生分开以避免稀释学习体验；（4）带教教师可以通过将学生介绍给团队成员并示范团队技能来促进IPE。
这些主题可能会为PA教育工作者通过对带教教师和学生进行教育干预来增加临床环境中IPE的努力提供参考。
