Haworth Navine G, Horstmanshof Louise, Moore Keri M
J Chiropr Educ. 2021 Mar 1;35(1):38-49. doi: 10.7899/JCE-19-13.
The objective was to determine final-year students' self-perceptions of readiness for transition to practice, professional identity, and experiences of interprofessional clinical practice. Findings will inform the clinical education curriculum.
We used repeated measures individual case studies with a self-selecting sample from the total final-year student population at 2 chiropractic and 2 osteopathic programs offered by Australian universities. Cases were not compared. Amalgamated data are presented.
There were interviews with students in 2 chiropractic programs (n = 15) and 2 osteopathic programs (n = 13). Perceptions indicate that clinical education in university health clinics prepares them for transition to practice through scaffolded supervision of their consultations with reasonably healthy patients. Students perceived that other clinics (community clinics or private practices) prepared their readiness for transition to practice substantially better. Community clinics and private practices allowed students to consult people from diverse socioeconomic and cultural backgrounds and treat complex health care issues, and the model of supervision allows students a degree of autonomy. Students lacked a clear understanding of the behaviors that demonstrate their professionalism. Interprofessional learning activities were ad hoc and opportunistic.
University health clinics, private practices, and community clinics prepare students for transition to practice in different ways. Most students feel prepared. There is a clear indication that a focused discussion related to the development of students' understanding of competencies related to professionalism and another related to interprofessional clinical education in curriculum are needed.
本研究旨在确定即将毕业的学生对向临床实践过渡的准备情况、专业身份认同以及跨专业临床实践经历的自我认知。研究结果将为临床教育课程提供参考。
我们采用重复测量的个体案例研究方法，从澳大利亚大学提供的2个整骨疗法专业项目和2个脊椎按摩疗法专业项目的全体即将毕业的学生中进行自我选择抽样。案例之间不进行比较，呈现合并后的数据。
对2个脊椎按摩疗法专业项目的15名学生和2个整骨疗法专业项目的13名学生进行了访谈。学生们认为，大学健康诊所的临床教育通过对他们与健康状况尚可的患者进行咨询的过程提供有层次的监督，帮助他们为向临床实践过渡做好准备。学生们认为，其他诊所（社区诊所或私人诊所）在帮助他们做好向临床实践过渡的准备方面做得更好。社区诊所和私人诊所让学生能够接触来自不同社会经济和文化背景的人群，并处理复杂的医疗保健问题，而且监督模式给予学生一定程度的自主权。学生们对体现其专业性的行为缺乏清晰的认识。跨专业学习活动是临时的、机会主义的。
大学健康诊所、私人诊所和社区诊所以不同方式帮助学生为向临床实践过渡做好准备。大多数学生感觉已做好准备。有明确迹象表明，需要在课程中开展针对性讨论，一方面帮助学生更好地理解与专业素养相关的能力，另一方面帮助学生理解与跨专业临床教育相关的内容。
