Bassoff B Z
J Allied Health. 1983 Nov;12(4):280-6.
The past decade has seen a move toward a conscious interdisciplinary practice in health care delivery. Spurred on by intractable issues of fragmentation of services and lack of comprehensiveness, the proliferation of team and other kinds of integrated models have been reported in the literature but seldom conceptualized for their potential impact on service. Moreover, the literature generally lacks an empirical base and can be characterized as ideological. Educational institutions have remained largely untouched structurally in regard to providing interdisciplinary models of education, and issues such as the professional "hierarchies" in health and "turf" are seen as barriers to institutional response. This article describes a program of interdisciplinary education at one university, specifically in the context of potential impact on educational policies. The interdisciplinary health education program began as an informal, voluntary arrangement among four health-related professional schools and ultimately involved six schools. Research on cognitive and attitudinal learning of participating students was undertaken, supporting the educational rationale for conjoint, problem-focused learning. The article traces the history of the program's impact on education policies and points to the need for a stronger empirical base. Innovative education experiences, constructed from the earlier research undertaken, are described.
在过去十年中，医疗服务领域已朝着有意识的跨学科实践方向发展。受服务碎片化和缺乏全面性等棘手问题的推动，文献中报道了团队及其他各类整合模式的大量涌现，但很少有人从它们对服务的潜在影响角度进行概念化分析。此外，文献普遍缺乏实证依据，可被描述为意识形态化的。在提供跨学科教育模式方面，教育机构在结构上基本未受触动，诸如卫生领域的专业“等级制度”和“地盘”等问题被视为机构做出回应的障碍。本文描述了一所大学的跨学科教育项目，特别是在其对教育政策的潜在影响背景下。跨学科健康教育项目最初是四个与健康相关的专业学院之间的非正式自愿安排，最终涉及六个学院。对参与学生的认知和态度学习进行了研究，为联合的、以问题为导向的学习提供了教育依据。本文追溯了该项目对教育政策产生影响的历史，并指出需要更坚实的实证基础。还描述了基于早期研究构建的创新教育体验。
