Perkins J, Tryssenaar J
School of Occupational Therapy and Physiotherapy, Faculty of Health Sciences, McMaster University, Thunder Bay, Ontario, Canada.
J Allied Health. 1994 Summer;23(3):133-41.
Interdisciplinary education has been recommended as a way of preparing students for team practice after graduation. There is debate in the literature over the best way to implement interdisciplinary education sessions, and many factors can influence their effectiveness. This paper is a case description report of a pilot project developed to promote interdisciplinary learning. The Northern Studies Stream of McMaster University's School of Occupational Therapy and Physiotherapy in Ontario, Canada developed a project that combined students from the occupational therapy and physiotherapy programs for small group tutorials held during clinical placements. The project incorporated suggestions from the literature in order to encourage cooperation and interdisciplinary learning. Participants were mature, second-degree students with similar levels of clinical experience. The sessions were a required part of the academic course, but were ungraded. Tutorials focused on issues relevant to clinical practice for both groups and were facilitated by faculty from both professions. Evaluation was positive, suggesting student characteristics (eg, level of experience and maturity) and session design features that may be helpful in planning future interdisciplinary education experiences.
跨学科教育被推荐为一种让学生毕业后为团队实践做好准备的方式。文献中对于实施跨学科教育课程的最佳方式存在争议，并且许多因素会影响其效果。本文是一个为促进跨学科学习而开展的试点项目的案例描述报告。加拿大安大略省麦克马斯特大学职业治疗与物理治疗学院的北方研究方向开展了一个项目，该项目将职业治疗专业和物理治疗专业的学生组合在一起，在临床实习期间进行小组辅导。该项目纳入了文献中的建议，以鼓励合作和跨学科学习。参与者是具有相似临床经验水平的成熟的二年级学生。这些课程是学术课程的必修部分，但不评分。辅导聚焦于与两个专业的临床实践相关的问题，由两个专业的教师进行指导。评估结果是积极的，表明学生特征（如经验水平和成熟度）以及课程设计特点可能有助于规划未来的跨学科教育体验。
