Harman L B, Carlson L, Darr K, Harper D, Horak B J, Cawley J F
Education and Human Resource Development, George Washington University, Washington, DC, USA.
Jt Comm J Qual Improv. 1996 Mar;22(3):188-97. doi: 10.1016/s1070-3241(16)30221-8.
Our educational efforts produced several intersecting interdisciplinary groups: faculty, students, faculty/students and our community sites, with faculty, clinical staff, and students. As we worked through the issues, these interdisciplinary teams found that commitment to change, caring for patients, and open, honest communication were essential to keeping the project teams on track. We have increased our understanding of both the complexity and value of interdisciplinary collaborative education. The LIT faculty provided the initial guidance and support, the students energized the process, and our community sites made our learning and our contributions readily available to our patient populations. It is not easy to learn and teach the language and tools of continuous improvement, but doing so infinitely improves the educational process and the clinical outcome. We must learn to carefully listen to each other so that our patients can fully reap the benefits of our interdisciplinary team efforts. As a result of what we learned, the members of the George Team have expanded our motto to "Blessed Are the Flexible--and the Perseverant!"
教师、学生、教师/学生以及我们的社区站点，涉及教师、临床工作人员和学生。在我们解决问题的过程中，这些跨学科团队发现，致力于变革、关爱患者以及开放、坦诚的沟通对于使项目团队保持正轨至关重要。我们对跨学科协作教育的复杂性和价值有了更深入的理解。LIT教师提供了最初的指导和支持，学生为这个过程注入了活力，而我们的社区站点使我们的学习以及我们的贡献能够随时为患者群体所用。学习和教授持续改进的语言和工具并非易事，但这样做能极大地改善教育过程和临床结果。我们必须学会认真倾听彼此，以便我们的患者能够充分受益于我们跨学科团队的努力。基于我们所学的内容，乔治团队的成员将我们的座右铭扩展为“灵活且坚毅者有福！”
