ABSTRACT

Introduction: The concepts of collaboration and interprofessional (IP) education were introduced to healthcare professions in the 1970s; however, it was not until the late 1990’s that the care provided by IP teams was recognized as important to the delivery of patient care. When institutions of higher learning include IP education in the curricula, students have the opportunity to immerse in collaborative learning experiences rather than being isolated in the traditional “siloes” of individual healthcare professions. The purpose of this work is to report the ongoing implementation, assessment, and improvement of an annual inter-university, multi-department simulation exercise developed to promote collaboration, collegiality, and communication within a healthcare setting.

Methods: Faculty from two universities in west Texas collaborated to provide a clinical simulation experience focusing on IP teamwork and cultural and spiritual diversity. Multiple scenarios were created and developed by faculty from the participating disciplines who were aided by the latest Clinical Practice guidelines. The evidence-based scenarios addressed various chronic medical conditions and gender, ethnic, religious, psychosocial, and cultural competence issues.

Results: Several themes emerged through the multiple debrief sessions and analysis of qualitative data: a) increased knowledge of the others’ discipline and role, b) communication skills, c) increased cultural awareness, d) trust, and e) increased knowledge of disease process as it related to their own and others’ disciplines.

Conclusions:The findings suggest an unanticipated opportunity arising from the simulation experience for faculty and students to develop the skillset necessary to work within experimental medicine.

摘要

简介：协作和跨专业 (IP) 教育的概念在 1970 年代被引入医疗保健行业；然而，直到 1990 年代后期，IP 团队提供的护理才被认为对提供患者护理很重要。当高等教育机构将知识产权教育纳入课程时，学生就有机会沉浸在协作学习体验中，而不是被孤立在各个医疗保健专业的传统“孤岛”中。这项工作的目的是报告正在进行的年度大学间、多部门模拟练习的实施、评估和改进，该练习旨在促进医疗保健环境中的协作、合议和交流。

方法：德克萨斯州西部两所大学的教职员工合作提供临床模拟体验，重点关注 IP 团队合作以及文化和精神多样性。在最新的临床实践指南的帮助下，参与学科的教职员工创建和开发了多个场景。循证情景涉及各种慢性疾病和性别、种族、宗教、社会心理和文化能力问题。

结果：通过多次汇报会议和对定性数据的分析，出现了几个主题：a) 增加对他人学科和角色的了解，b) 沟通技巧，c) 提高文化意识，d) 信任，以及 e) 增加对疾病的了解过程，因为它与他们自己和他人的学科有关。

结论：研究结果表明，模拟体验为教师和学生提供了一个意想不到的机会，可以培养在实验医学领域工作所需的技能。