Lochner Lukas, Wieser Heike, Oberhöller Gabi, Ausserhofer Dietmar
Claudiana, College of Healthcare Professions, Teaching Support Office, Bolzano/Bozen, Italy.
Claudiana, College of Healthcare Professions, Research Unit, Bolzano/Bozen, Italy.
Int J Med Educ. 2020 Sep 29;11:214-221. doi: 10.5116/ijme.5f5b.24e3.
To explore whether a team-based learning strategy applied to an interprofessional course on basic science changes students' perception of communication and teamwork skills and attitudes as related to interprofessional learning.
A mixed-methods approach was utilized. The participants were selected through an opportunity sample of 33 first-semester anatomy students from occupational therapy and orthoptics programs. Students completed an interprofessional questionnaire before and after the course. The data were analyzed descriptively. Fourteen students were selected randomly for group interviews. Qualitative data was interpreted using thematic analyses.
The pre-test scores for 'communication and teamwork skills' and 'interprofessional learning' were high with mean values of 26.58 and 34.24, respectively. The post-test scores were 27.30 and 34.27, respectively, indicating no relevant changes in students' perception and attitudes. Qualitative data suggested that team-based learning represents a valid strategy to encourage communication and teamwork skills but revealed a lack of interprofessional exchange during the course. Students reported that classroom activities must require the professional knowledge of all participating groups in order to prevent a negative attitudinal shift towards interprofessional education in the later years of their studies.
Implementing team-based learning in basic sciences can encourage communication and teamwork among students. Mixed classes can help socialize students of different professional groups, although they carry a risk of a negative attitudinal shift towards interprofessional education. Whether, and in what ways, effective interprofessional exchange during the teaching of basic sciences can be achieved needs further investigation.
探讨将基于团队的学习策略应用于基础科学跨专业课程是否会改变学生对与跨专业学习相关的沟通、团队合作技能及态度的认知。
采用混合方法。通过机会抽样从职业治疗和视光学专业的33名第一学期解剖学学生中选取参与者。学生在课程前后完成一份跨专业问卷。对数据进行描述性分析。随机选取14名学生进行小组访谈。使用主题分析法解释定性数据。
“沟通与团队合作技能”和“跨专业学习”的预测试分数较高，平均值分别为26.58和34.24。后测试分数分别为27.30和34.27，表明学生的认知和态度没有相关变化。定性数据表明，基于团队的学习是鼓励沟通和团队合作技能的有效策略，但揭示了课程期间跨专业交流的缺乏。学生报告说，课堂活动必须要求所有参与小组具备专业知识，以防止在他们学习后期对跨专业教育产生负面态度转变。
在基础科学中实施基于团队的学习可以鼓励学生之间的沟通和团队合作。混合班级可以帮助不同专业群体的学生融入社会，尽管它们存在对跨专业教育产生负面态度转变的风险。在基础科学教学过程中能否以及以何种方式实现有效的跨专业交流需要进一步研究。
