Yeh Hsiu-Chen, Huang Sin-Yi, Chen Tsung-Ying, Hsieh Ming-Chen
Department of Nursing, Buddhist Tzu Chi General Hospital, Hualien, Taiwan.
Department of Medical Education, Buddhist Tzu Chi General Hospital, Hualien, Taiwan.
Tzu Chi Med J. 2019 Jul-Sep;31(3):188-191. doi: 10.4103/tcmj.tcmj_163_18.
Improving clinical teachers' ability to teach interprofessional collaborative practice warrants development in current faculty training programs; in particular, current education training emphasizes experiential learning and multiple teaching strategies. The purpose of this study was to establish a teaching model to apply interdisciplinary collaborative care and to improve clinical teachers' execution of interprofessional practices.
Health-care faculty members were studied; this study assessed a teacher education curriculum for interprofessional education (IPE) and applied an objective structured teaching exercise (OSTE) to evaluate IPE execution by clinical teachers.
The OSTE improved clinical teachers' IPE execution, verifying the necessity for multistrategy teaching in faculty training programs.
This study provides different types of interprofessional faculty training and assessments. Development of an OSTE requires long-term planning, and IPE should also be incorporated into formal programs.
提高临床教师开展跨专业协作实践的教学能力是当前教师培训项目发展的必要条件；特别是当前的教育培训强调体验式学习和多种教学策略。本研究的目的是建立一种应用跨学科协作护理的教学模式，并提高临床教师跨专业实践的执行力。
对医护教员进行研究；本研究评估了跨专业教育（IPE）的教师教育课程，并应用客观结构化教学练习（OSTE）来评估临床教师的IPE执行力。
OSTE提高了临床教师的IPE执行力，证实了教师培训项目中多策略教学的必要性。
本研究提供了不同类型的跨专业教师培训和评估。开发OSTE需要长期规划，IPE也应纳入正规项目。
