Barradell Sarah, Bell Amani
Department of Health Professions, Faculty of Health, Arts and Design, Swinburne University of Technology, Mail no H21, PO Box 218, Hawthorn, VIC, 3122, Australia.
School of Allied Health, Human Services and Sport, La Trobe University, Bundoora, 3086, Australia.
Adv Health Sci Educ Theory Pract. 2021 May;26(2):513-580. doi: 10.1007/s10459-020-09998-3. Epub 2020 Oct 21.
Students as partners is a movement which is gaining momentum in higher education, yet disciplinary perspectives are underexplored. Using a qualitative synthesis approach informed by Major and Savin-Baden (2010), we systematically investigated how health professional education has taken up the practice of working in partnership with students. Fifty-five publications were identified in our search from 2011 to -mid 2018. The majority of literature came from North America and medicine was the most frequently represented health profession. Our three stage analysis identified five key themes: (1) framing (i.e. ethos) of the partnership; (2) drivers for partnership; (3) sustainability; (4) inclusion of student voice; and (5) understanding of partnership and its benefits and challenges. Health professional educators are well equipped to enact partnership opportunities due to their clinical skills in person-centred care. However to gain the most from student-staff partnerships, health professional education would benefit from greater awareness of the field's theoretical understandings of partnership and its key principles of reciprocity, respect and responsibility.
“学生作为伙伴”是一场在高等教育中势头渐盛的运动，但学科视角却未得到充分探索。运用由梅杰和萨文 - 巴登（2010年）提出的定性综合方法，我们系统地研究了卫生专业教育如何践行与学生合作的做法。在我们2011年至2018年年中的搜索中，共识别出55篇出版物。大部分文献来自北美，医学是最常被提及的卫生专业。我们的三阶段分析确定了五个关键主题：（1）伙伴关系的框架（即理念）；（2）伙伴关系的驱动因素；（3）可持续性；（4）学生声音的纳入；（5）对伙伴关系及其益处和挑战的理解。由于卫生专业教育工作者在以患者为中心的护理方面具备临床技能，他们有能力创造伙伴关系机会。然而，为了从学生与教职员工的伙伴关系中获得最大收益，卫生专业教育将受益于对该领域伙伴关系理论理解及其互惠、尊重和责任等关键原则的更多认识。
