Elkhadragy Nervana, Corelli Robin L, Campbell Noll L, Zillich Alan J, Hudmon Karen Suchanek
School of Pharmacy, University of Wyoming, Laramie, WY 82017, USA.
College of Pharmacy, Purdue University, West Lafayette, IN 47907, USA.
Pharmacy (Basel). 2023 Aug 2;11(4):123. doi: 10.3390/pharmacy11040123.
Although the sharing of curricular content between health professional schools can reduce faculty burden, the literature provides little guidance to support these efforts. The objective of this investigation was to synthesize data from two prior studies to delineate recommendations guiding the future development of shared curricula in health professional education. Applying Rogers' Diffusion of Innovations Theory as a guiding framework, relevant data were extracted from a two-phase mixed-methods study evaluating the long-term impact of the shared Rx for Change: Clinician-Assisted Tobacco Cessation program. Phase 1, a qualitative study, involved telephone interviews with faculty participants of train-the-trainer workshops conducted between 2003 and 2005. These results informed the development of a phase 2 national survey, administered electronically as a long-term follow-up (13 to 15 years later) with train-the-trainer workshop participants. Results from the two studies were synthesized and summarized, producing seven key recommendations to guide development of shared curricula: (1) appeal to attendees, (2) relate content to clinical practice, (3) deliver live, in-person training, (4) develop high-quality materials, delivered by experts, (5) provide support, (6) meet accreditation standards, and (7) demonstrate effectiveness. Future program developers should consider these recommendations to enhance dissemination, adoption, and long-term sustainability of shared curricular content.
尽管卫生专业院校之间共享课程内容可以减轻教师负担，但文献中几乎没有提供支持这些努力的指导意见。本调查的目的是综合两项先前研究的数据，以阐述指导卫生专业教育共享课程未来发展的建议。以罗杰斯的创新扩散理论为指导框架，从一项两阶段混合方法研究中提取相关数据，该研究评估了共享的“变革处方：临床医生辅助戒烟”项目的长期影响。第一阶段是一项定性研究，涉及对2003年至2005年期间参加培训培训师工作坊的教师进行电话访谈。这些结果为第二阶段全国调查的开展提供了参考，该调查以电子方式进行，作为对培训培训师工作坊参与者的长期随访（13至15年后）。对两项研究的结果进行了综合和总结，提出了七条指导共享课程开发的关键建议：（1）吸引参与者；（2）使内容与临床实践相关；（3）提供现场面对面培训；（4）开发由专家提供的高质量材料；（5）提供支持；（6）符合认证标准；（7）证明有效性。未来的项目开发者应考虑这些建议，以加强共享课程内容的传播、采用和长期可持续性。
