Houzé-Cerfon Charles-Henri, Boet Sylvain, Marhar Fouad, Saint-Jean Michèle, Geeraerts Thomas
University hospital of Toulouse, emergency department, SAMU 31, 31059 Toulouse, France; Institut Toulousain de Simulation en Santé, University Hospital of Toulouse, 31059 Toulouse, France; Université Toulouse Jean-Jaurès, département sciences de l'éducation et de la formation, Unité mixte de recherche éducation, formation, travail, savoirs (UMR EFTS), 31058 ToulouseFrance.
University of Ottawa and The Ottawa Hospital, Department of Anesthesiology and Pain Medicine, K1Y 4E9 Ottawa, Ontario, Canada; University of Ottawa, Department of Innovation in Medical Education, K1Y 4E9 Ottawa, Ontario, France.
Presse Med. 2019 Jul-Aug;48(7-8 Pt 1):780-787. doi: 10.1016/j.lpm.2019.07.001. Epub 2019 Aug 2.
Interprofessional simulation-based education is effective for learning non-technical critical care skills and strengthening interprofessional team collaboration to optimize quality of care and patient outcome. Implementation of interprofessional simulation sessions in initial and continuing education is facilitated by a team of "champions" from each discipline/profession to ensure educational quality and logistics. Interprofessional simulation training must be integrated into a broader interprofessional curriculum supported by managers, administrators and clinical colleagues from different professional programs. When conducting interprofessional simulation training, it is essential to account for sociological factors (hierarchy, power, authority, interprofessional conflicts, gender, access to information, professional identity) both in scenario design and debriefing. Teamwork assessment tools in interprofessional simulation training may be used to guide debriefing. The interprofessional simulation setting (in-situ or simulation centre) will be chosen according to the learning objectives and the logistics.
基于模拟的跨专业教育对于学习非技术重症护理技能以及加强跨专业团队协作以优化护理质量和患者预后是有效的。由各学科/专业的“倡导者”团队推动在初始教育和继续教育中实施跨专业模拟课程，以确保教育质量和后勤保障。跨专业模拟培训必须融入由来自不同专业项目的管理人员、行政人员和临床同事支持的更广泛的跨专业课程中。进行跨专业模拟培训时，在情景设计和总结汇报中考虑社会学因素（等级制度、权力、权威、跨专业冲突、性别、信息获取、职业身份）至关重要。跨专业模拟培训中的团队合作评估工具可用于指导总结汇报。将根据学习目标和后勤保障选择跨专业模拟环境（现场或模拟中心）。
