Lepage-Farrell Alex, Pinard Anne Marie, Richard Amélie
Department of Pediatrics, London Children's Hospital, London, Ontario, Canada.
University of Western Ontario, London, Ontario, Canada.
MedEdPublish (2016). 2024 Jul 12;14:55. doi: 10.12688/mep.20331.1. eCollection 2024.
Interprofessional collaboration (IPC) is crucial within healthcare teams that must provide safe and quality care to their patients. Competent professionals in this area offer better care and contribute to a medical culture where IPC and teamwork are valued. To become competent, they must be adequately trained. Unfortunately, the literature describes that collaboration training is uneven across professions. Interprofessional education (IPE) could fill this educational gap but remains challenging to implement. This article aims to present ten clear and concise considerations to implementing IPE initiatives successfully, following a well-described pedagogical designing process. After reading, the clinician-educator will be informed of the newest evidence in IPE as well as the common pitfalls to avoid. From the starting point of a recent synthesis article on IPE, several additional syntheses, analyses, and recommendations articles were consulted and synthesized. From that, the findings are organized according to the "ADDIE" model, a flexible methodology used in pedagogical design through iterative cycles in context. The phases of "ADDIE" are analysis, design, development, implementation, and evaluation. According to these phases, the considerations will be presented to allow the reader to apply them "step by step" in their educational planning process. Ten considerations are presented, from the needs analysis, stakeholders and Faculty involvement, composition of the design team, selection of students and types of learning activity, the role of reflexivity, training of facilitators, supervision, and the continuous improvement process. Taken together, these will contribute to highlighting the essential nature of training in collaboration in modern professionalizing programs.
跨专业协作（IPC）在必须为患者提供安全和优质护理的医疗团队中至关重要。该领域称职的专业人员能提供更好的护理，并有助于营造一种重视跨专业协作和团队合作的医疗文化。要成为称职的专业人员，他们必须接受充分的培训。不幸的是，文献表明各专业之间的协作培训并不均衡。跨专业教育（IPE）可以填补这一教育空白，但实施起来仍具有挑战性。本文旨在按照一个详细描述的教学设计过程，提出十条清晰简洁的考量因素，以成功实施跨专业教育举措。阅读本文后，临床教育工作者将了解到跨专业教育的最新证据以及需要避免的常见陷阱。从最近一篇关于跨专业教育的综述文章出发，查阅并综合了几篇额外的综述、分析和建议文章。据此，研究结果按照“ADDIE”模型进行组织，“ADDIE”是一种在教学设计中通过情境迭代循环使用的灵活方法。“ADDIE”的阶段包括分析、设计、开发、实施和评估。根据这些阶段，将呈现相关考量因素，以便读者在其教育规划过程中“逐步”应用。文章提出了十条考量因素，涵盖需求分析、利益相关者和教师参与、设计团队的组成、学生的选拔和学习活动类型、反思的作用、促进者的培训、监督以及持续改进过程。综合来看，这些将有助于凸显现代专业化项目中协作培训的本质要求。
