针对集体主义文化背景下医学生的跨专业培训项目设计与评估

Design and Evaluation of Interprofessional Training Program for Healthcare Students from Collectivistic Culture.

作者信息

Raj Sonika, Kelly Dervla, Siddig MuizzI, Muppidi Pranjali, O'Connor Chris, Mckeague Helena, Dixon Mark, Alshahrani Mastour S, Alhazmi Amani, Elmusharaf Khalifa

机构信息

Public Health Master Programme, University of Limerick, Limerick, Ireland.

Health Research Institute, University of Limerick, Limerick, Ireland.

出版信息

Med Sci Educ. 2022 Mar 26;32(2):447-455. doi: 10.1007/s40670-022-01536-7. eCollection 2022 Apr.

DOI:10.1007/s40670-022-01536-7

PMID:35528296

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC9054974/

Abstract

BACKGROUND

Healthcare is team-based, and with increased mobility of healthcare workers, most of them will work with team members from all over the globe. Interprofessional education (IPE) research has mostly focused on specially designed programs in academic health institutions to prepare students for multidisciplinary work. Few IPE programs aim to integrate students with mixed disciplines from collectivist cultures.

METHODS

This mixed-methods study was conducted between June and August 2019. Surveys and an e-portfolio were recorded of 33 final-year and graduated health professional students' participation in an 8-week IPE summer program at a medical school in Ireland. Survey results are described, and the content of portfolios was analyzed based on the deductive analysis of qualitative data derived from questions.

RESULTS

Students reported the greatest improvement in presentation skills (63.6%), followed by communication (54.5%), team working skills (93.9%), and interprofessional learning (42.4%), respectively. Qualitative findings highlighted challenges for students from a collectivist culture adapting to an IPE: uncomfortable verbally expressing themselves in problem-based learning (PBL) and how to work with other sex. Positive themes about IPE that emerged were enjoyment in sharing ideas and building trust with PBL groups. We learned that the program had to be flexible enough to meet the educational requirements of a target community with mixed English language ability and adaptability to IPE.

CONCLUSION

The authors propose that an international PBL-based summer program is effective in improving healthcare students' attitudes towards IPE. This study provides valuable insights to facilitate the development of further IPE programs to increased collaboration between students across various healthcare disciplines.

SUPPLEMENTARY INFORMATION

The online version contains supplementary material available at 10.1007/s40670-022-01536-7.

摘要

背景

医疗保健是团队协作的，随着医护人员流动性的增加，他们中的大多数人将与来自全球各地的团队成员合作。跨专业教育（IPE）研究大多集中在学术健康机构中专门设计的项目，以使学生为多学科工作做好准备。很少有IPE项目旨在将来自集体主义文化的不同学科的学生整合在一起。

方法

这项混合方法研究于2019年6月至8月进行。记录了33名最后一年及已毕业的健康专业学生参与爱尔兰一所医学院为期8周的IPE暑期项目的调查情况和电子档案。描述了调查结果，并基于对从问题中得出的定性数据的演绎分析，对档案内容进行了分析。

结果

学生报告称，演讲技巧提升最为显著（63.6%），其次是沟通能力（54.5%）、团队协作技能（93.9%）和跨专业学习能力（42.4%）。定性研究结果突出了来自集体主义文化的学生在适应IPE时面临的挑战：在基于问题的学习（PBL）中口头表达自己感到不自在，以及如何与异性合作。出现的关于IPE的积极主题是在与PBL小组分享想法和建立信任中获得乐趣。我们了解到该项目必须足够灵活，以满足具有不同英语语言能力和IPE适应能力的目标群体的教育需求。