Parsell G, Spalding R, Bligh J
Department of Health Care Education, University of Liverpool, UK.
Med Educ. 1998 May;32(3):304-11. doi: 10.1046/j.1365-2923.1998.00213.x.
Twenty-eight undergraduate degree students from seven health care professions attended a two-day pilot course. Using small multiprofessional groups, final-year students from occupational therapy, orthoptics, therapy radiography, nursing, physiotherapy, medicine and dentistry explored professional roles and clinical problem-solving using a theme-based approach. A balance of didactic and interactive small-group learning enabled them to identify issues surrounding multiprofessional teamworking and collaboration in the National Health Service. Evaluation results showed that the course increased knowledge and understanding of other health care professions, developed more positive attitudes and demonstrated the importance of multiprofessional teamwork and communication. Participating students believed that both early and regular opportunities for shared learning should be essential aspects of undergraduate courses.
来自七个医疗保健专业的28名本科学生参加了一个为期两天的试点课程。职业治疗、视光学、放射治疗、护理、物理治疗、医学和牙科专业的最后一年学生组成小型多专业小组，采用基于主题的方法探讨专业角色和临床问题解决。理论讲授和互动式小组学习相结合，使他们能够识别英国国家医疗服务体系中多专业团队合作与协作方面的问题。评估结果表明，该课程增加了对其他医疗保健专业的知识和理解，培养了更积极的态度，并证明了多专业团队合作和沟通的重要性。参与课程的学生认为，早期和定期的共享学习机会应成为本科课程的重要组成部分。
