文章基本信息

标题：Teachers’ Perceptions Of Effective Interprofessional Clinical Skills Facilitation For Pre-Professional Students: A Qualitative Study
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作者：Robyn Cant ; Kerry Hood ; Julie Baulch 等
期刊名称：The Internet Journal of Medical Education
印刷版ISSN：2155-6725
电子版ISSN：2155-6725
出版年度：2013
卷号：3
期号：1
出版社：Internet Scientific Publications, LLC.
摘要：Background The introduction of interprofessional learning may help to produce healthcare graduates who are skilled in working collaboratively and in teams. Few studies have examined how teachers might conduct such interactive education. Objective This paper examines interprofessional teachers’ perceptions of key features of interprofessional teaching. During 2011-2012, pre-registration medical, nursing and allied health students (N=756) participated in interdisciplinary clinical workshops and seminars around ten clinical skills topics. Methods Twelve of 20 clinical teachers attended focus groups or interviews to provide feedback about key issues related to conduct of IPL. Results Four emergent themes were: ‘Skills for IPL facilitation’; ‘Strategies for success’, ‘Teachers’ learnings’, and ‘Teachers’ perceptions of student learning outcomes’. Teachers reported positive experiences in facilitating interprofessional clinical skills sessions, and perceived benefits for students. Successful interprofessional teachers were thought to apply specific facilitation skills to engage mixed student groups in meaningful exchanges of knowledge, clinical skill or technical aspects of patient care. Effective teaching was seen as dependent upon clinical skills topics being related to each discipline’s curriculum and being suited to shared learning. Conclusion Teachers valued IPL and would like to see it incorporated the curriculum. Findings included perception of improvements in students’ skills and greater understanding of other profession’s roles. Although teachers suggested a need for further specialty teacher education, they were keen to utilize IPL in the future. We present details of how teachers managed the facilitation of interprofessional learning.