Department of Family Medicine, Maastricht University, Maastricht, The Netherlands.
Research Centre for Community Care, Zuyd University of Applied Sciences, Heerlen, The Netherlands.
Perspect Med Educ. 2019 Dec;8(6):372-377. doi: 10.1007/s40037-019-00543-6.
Interprofessional education is promoted as a means of enhancing future collaborative practice in healthcare. We developed a learning activity in which undergraduate medical, nursing and allied healthcare students practice interprofessional collaboration during a student-led interprofessional team meeting.
During their clinical rotation at a family physician's practice, each medical student visits a frail elderly patient and prepares a care plan for the patient. At a student-led interprofessional team meeting, medical, nursing and allied healthcare students jointly review these care plans. Subsequently, participating students reflect on their interprofessional collaboration during the team meeting, both collectively and individually. Every 4 weeks, six interprofessional team meetings take place. Each team comprises 9-10 students from various healthcare professions, and meets once. To date an average of 360 medical and 360 nursing and allied healthcare students have participated in this course annually.
Students mostly reported positive experiences, including the opportunity to learn with, from and about other healthcare professions in the course of jointly reviewing care plans, and feeling collectively responsible for the care of the patients involved. Additionally, students reported a better understanding of the contextual factors at hand. The variety of patient cases, diversity of participating health professions, and the course material need improvement.
Students from participating institutions confirmed that attending a student-led interprofessional team meeting had enabled them to learn with, from and about other health professions in an active role. The use of real-life cases and the educational design contributed to the positive outcome of this interprofessional learning activity.
跨专业教育被提倡作为增强未来医疗保健协作实践的一种手段。我们开发了一种学习活动，让本科医学、护理和相关医疗保健专业的学生在学生主导的跨专业团队会议上练习跨专业合作。
在家庭医生诊所的临床轮转期间，每位医学生都会访问一位体弱的老年患者并为患者制定护理计划。在学生主导的跨专业团队会议上，医学、护理和相关医疗保健专业的学生共同审查这些护理计划。随后，参与的学生共同反思他们在团队会议中的跨专业合作，包括集体和个人。每 4 周进行六次跨专业团队会议。每个团队由来自不同医疗保健专业的 9-10 名学生组成，每次会议 1 次。迄今为止，每年平均有 360 名医学专业学生和 360 名护理和相关医疗保健专业学生参加该课程。
学生报告的体验大多是积极的，包括在共同审查护理计划的过程中，有机会与其他医疗保健专业的学生一起学习、相互学习和向其他专业学习，以及共同对所涉及患者的护理负责。此外，学生们报告说，他们对当前的背景因素有了更好的理解。患者案例的多样性、参与的健康专业的多样性，以及课程材料都需要改进。
来自参与机构的学生证实，参加学生主导的跨专业团队会议使他们能够以积极的角色与其他健康专业的学生一起学习、相互学习和向其他专业学习。真实案例的使用和教育设计为这种跨专业学习活动的积极成果做出了贡献。
