1 Department of General Internal Medicine, Palliative Medicine, and Medical Education, University of Louisville School of Medicine , Louisville, Kentucky.
2 Institute for sustainable Health and Optimal Aging, University of Louisville School of Medicine , Louisville, Kentucky.
J Palliat Med. 2018 May;21(5):638-644. doi: 10.1089/jpm.2017.0589. Epub 2018 Jan 17.
Interprofessional Education (IPE) is an important component of medical education. Rotations with palliative care interdisciplinary teams (IDTs) provide an optimal environment for IPE and teaching teamwork skills.
Our objective was to assess the learning of senior medical students during a palliative care rotation.
A constant comparison method based on grounded theory was used in this qualitative study.
SETTING/SUBJECTS: Senior medical students completed a semi-structured reflective writing exercise after a required one-week palliative care clerkship. Sixty randomly selected reflective writings were analyzed.
The reflective writings were analyzed to evaluate the student's experiences.
Dominant themes identified were related to teams and teamwork. Eight specific themes were identified: value of IDT for team members; value of IDT for patient/family; importance of each team member; reliance on other team members; roles of team members; how teams work; team communication; and interdisciplinary assessment and care planning. Students described exposure to novel experiences and planned to incorporate newly learned behaviors in their future practice.
By participating in palliative care IDTs, medical students consistently learned about teamwork within healthcare. Additionally, they learned the importance of such teamwork to patients and the team itself. Rotations with palliative care IDTs have a significant role to play in IPE and preparing medical students to practice on teams.
跨专业教育（IPE）是医学教育的重要组成部分。与姑息治疗跨学科团队（IDT）一起轮转为 IPE 和教授团队合作技能提供了最佳环境。
我们的目的是评估医学生在姑息治疗轮转期间的学习情况。
本定性研究采用基于扎根理论的恒比法。
地点/受试者： 医学生在完成为期一周的姑息治疗实习后，完成了一项半结构化的反思性写作练习。对随机选择的 60 篇反思性写作进行了分析。
对反思性写作进行分析以评估学生的经历。
确定的主要主题与团队和团队合作有关。确定了八个具体主题：IDT 对团队成员的价值；IDT 对患者/家属的价值；每个团队成员的重要性；对其他团队成员的依赖；团队成员的角色；团队如何运作；团队沟通；以及跨学科评估和护理计划。学生们描述了接触到新的体验，并计划在未来的实践中融入新学到的行为。
通过参与姑息治疗 IDT，医学生不断了解医疗保健领域内的团队合作。此外，他们了解到这种团队合作对患者和团队本身的重要性。姑息治疗 IDT 轮转在 IPE 中具有重要作用，可以帮助医学生为团队合作实践做好准备。
