Johansson Patrik, Nickol Devin, Maloney Shannon, Grimm Brandon, Tibbits Melissa, Siahpush Mohammad, De Alba Rosales Armando, Lyden Elizabeth, Schneider Caitlin, Gofin Jaime
Institute for Research and Education to Advance Community Health (IREACH), Department of Medical Education and Clinical Sciences, Elson S. Floyd College of Medicine, Washington State University, Seattle, WA, USA.
Division of General Internal Medicine, Department of Internal Medicine, College of Medicine, University of Nebraska Medical Center, Omaha, NE, USA.
J Med Educ Curric Dev. 2020 Jun 28;7:2382120520932549. doi: 10.1177/2382120520932549. eCollection 2020 Jan-Dec.
Using a community-oriented primary care (COPC) approach, the format for this interprofessional rural rotation was a public health focused team project based in a local health department and primary care setting. The target audience included fourth-year dental students, fourth-year undergraduate students in imaging science, second-year master of public health students, third-year medical students enrolled in the MD/MPH program, second-year nurse practitioner students, fourth-year pharmacy students, second-year MSN nursing students, and first-year PhD students. The specific learning objectives of the curriculum were drawn from emphasis areas of the Interprofessional Education Collaborative's competency domains and included the development of students' knowledge to function as a member of an interprofessional team to (1) engage diverse health care professionals, (2) communicate with team members to clarify each member's responsibility in executing components of a public health intervention, (3) choose effective communication tools and techniques, (4) integrate knowledge and experience of other professions, and (5) engage themselves and others to constructively manage disagreements. Additional learning objectives centered on 10 competencies from the Master's Degree in Public Health Core Competency Project. Assessment of 13 student participants, as a group, showed increased perceived knowledge in 4 out of 5 selected interprofessional emphasis areas and 9 out of 10 public health competencies. Our curriculum provides promising evidence for one interprofessional rural education model with proven short-term effectiveness among six health professions disciplines, in increasing student knowledge in interprofessional emphasis areas and public health competencies.
采用以社区为导向的初级保健（COPC）方法，此次跨专业农村轮转的形式是在当地卫生部门和初级保健机构开展的一个以公共卫生为重点的团队项目。目标受众包括牙科四年级学生、影像科学专业四年级本科生、公共卫生硕士二年级学生、参加医学博士/公共卫生硕士项目的医学三年级学生、执业护士二年级学生、药学四年级学生、护理学硕士二年级学生以及博士一年级学生。该课程的具体学习目标源自跨专业教育协作能力领域的重点领域，包括培养学生作为跨专业团队成员发挥作用的知识，以便（1）与不同的医疗保健专业人员合作；（2）与团队成员沟通，明确每个成员在执行公共卫生干预组成部分中的责任；（3）选择有效的沟通工具和技巧；（4）整合其他专业的知识和经验；（5）促使自己和他人建设性地处理分歧。其他学习目标围绕公共卫生核心能力项目硕士学位的10项能力展开。对13名学生参与者作为一个群体的评估显示，在选定的5个跨专业重点领域中的4个以及10项公共卫生能力中的9项方面，学生的感知知识有所增加。我们的课程为一种跨专业农村教育模式提供了有前景的证据，该模式在六个卫生专业学科中具有经证实的短期有效性，能够增加学生在跨专业重点领域和公共卫生能力方面的知识。
