Penn State College of Medicine, Hershey, PA, USA.
East Tennessee State University Quillen College of Medicine, Johnson City, TN, USA.
Acad Psychiatry. 2024 Feb;48(1):41-46. doi: 10.1007/s40596-023-01859-6. Epub 2023 Sep 19.
The purpose of this initiative was to encourage medical students to develop collaborative relationships with healthcare team members during a required psychiatry clerkship and reflect upon their demonstration of interprofessional competencies.
During the clerkship, third year medical students were required to complete two interprofessional activities (from a menu of 18 potential options) in conjunction with nurses, therapists, care coordinators, behavioral health specialists, peer specialists, unit secretaries, or unit managers during care of mutual patients. After completing these activities, students completed a reflection in which they self-reported how they had accomplished specific interprofessional competencies (quantitative and qualitative); the healthcare team members with whom the students collaborated also completed a corresponding reflection (quantitative) of students' interprofessional competence, based upon their interactions.
Quantitative feedback from students and staff was paired to look for correlations. Paired responses produced a dataset that included 67 students' self-reflections and 110 feedback submissions from staff. Overall, there was much similarity between students' self-assessment ratings and ratings provided by staff members. Qualitative analysis of students' written feedback indicated they took initiative to take on new roles to support the care team and intentionally sought out healthcare teammates to learn about their roles and to better care for patients. Reflections highlight examples of student advocacy and empathy for patients they served.
Results demonstrate that clerkship-based interprofessional education initiatives, designed with intentionality, promote interprofessional collaborative practices and prepare medical students for achieving residency milestones related to interprofessional collaboration.
本倡议旨在鼓励医学生在必修精神病学实习期间与医疗团队成员建立合作关系，并反思他们展示的跨专业能力。
在实习期间，三年级医学生需要与护士、治疗师、护理协调员、行为健康专家、同伴专家、单位秘书或单位经理共同完成两项跨专业活动（从 18 个潜在选项菜单中选择），以共同照顾患者。完成这些活动后，学生完成反思，自我报告他们如何完成特定的跨专业能力（定量和定性）；与学生合作的医疗团队成员也根据他们的互动，对学生的跨专业能力进行相应的反思（定量）。
学生和工作人员的定量反馈进行了配对以寻找相关性。配对的反应产生了一个数据集，其中包括 67 名学生的自我反思和 110 名工作人员的反馈提交。总体而言，学生的自我评估评分和工作人员提供的评分非常相似。对学生书面反馈的定性分析表明，他们主动承担新角色来支持护理团队，并有意寻找医疗团队成员了解他们的角色，以更好地照顾患者。反思突出了学生为他们服务的患者辩护和同理心的例子。
结果表明，精心设计的基于实习的跨专业教育计划可促进跨专业合作实践，并为医学生实现与跨专业合作相关的住院医师里程碑做好准备。
