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Characteristics and adoption patterns of faculty in the health professions who integrate interdisciplinary education into teaching and learning.

机译：将跨学科教育整合到教学中的卫生专业教师的特征和采用方式。

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摘要

The purpose of this study was to identify and compare faculty in the health professions who are Early Adopters of interdisciplinary education to their Mainstream Faculty colleagues along parameters identified by Rogers (1995). Results from a web-based survey sample of two hundred twenty-five full time faculty (a 50.1% return rate) representing nine health professions (medicine, nursing, dentistry, occupational therapy, physical therapy, public health, social work, pharmacy, and physician assistants) were analyzed.; Data analysis yielded nine significant findings: (1) Faculty in the health professions who were Early Adopters had contact with more students per semester than Mainstream Faculty; (2) Early Adopters demonstrated greater levels of self-efficacy than Mainstream Faculty; (3) Early Adopters were represented in seven of nine academic departments and eight of nine disciplines that participated in the study; (4) Early Adopters sought more help or assistance with interdisciplinary education from outside of the social system than Mainstream Faculty; (5) Early Adopters reported greater expertise in the use of simulated case studies, role play, peer teaching, clinical problem solving than Mainstream Faculty; (6) There was no significant difference between Early Adopters and Mainstream Faculty in the content areas for which they were responsible, the populations that they prepared students to serve or the practice areas that they prepared students to enter; (7) Early Adopters rated student/profession centered incentives significantly higher than Mainstream Faculty; (8) Mainstream Faculty rated student/profession centered barriers significantly higher than Mainstream Faculty; and (9) Early Adopters rated administrative centered barriers significantly higher than Mainstream Faculty.; The assumptions forwarded by Rogers (1995) were only partially supported by the results of this study. This may indicate that the experiences, social system and/or role of faulty in the health professions who are Early Adopters of interdisciplinary education may be different from Early Adopters in other studied groups. While Early Adopters of interdisciplinary education in the health professions represent only a minority of the faculty, studying them presents faculty and administrators with an opportunity to better understand interdisciplinary education—an interesting and challenging endeavor.
机译：这项研究的目的是根据罗杰斯（Rogers，1995）所确定的参数，来确定和比较跨学科教育的早期采用者-卫生专业的教师及其主流教师的同事。来自225个全职教师的网络调查样本的结果（回报率为50.1％），代表9个健康专业（医学，护理，牙科，职业治疗，物理治疗，公共卫生，社会工作，药学和医生助理）进行了分析。数据分析得出了九个重要发现：（1）早期采用者的卫生专业教师每学期与主流教师接触的学生更多; （2）早期采用者表现出比主流教师更高的自我效能感; （3）参加研究的9个学科中的7个和9个学科中的8个中有早期采用者; （4）较之于主流系，早期采用者从社会系统之外寻求更多的跨学科教育帮助或协助; （5）与主流教师相比，早期采用者在模拟案例研究，角色扮演，同伴教学，临床问题解决方面的专业知识有所提高; （6）早期采用者和主流教师在他们负责的内容区域，他们准备为学生服务的人群或他们准备进入的实践领域之间没有显着差异; （7）早期采用者对以学生/专业为中心的激励措施明显高于主流学院; （8）主流学院对学生/专业为中心的障碍明显高于主流学院; （9）早期采用者对行政中心壁垒的评价明显高于主流学院;罗杰斯（1995）提出的假设仅部分得到本研究结果的支持。这可能表明，作为跨学科教育的早期采用者的卫生专业的经历，社会制度和/或有缺陷的角色可能与其他研究组的早期采用者有所不同。尽管卫生专业的跨学科教育的早期采用者仅占教师的一小部分，但对其进行研究为教师和管理人员提供了更好地理解跨学科教育的机会，这是一项有趣且具有挑战性的工作。

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  • 作者

    Morgan, Marlene Joy.;

  • 作者单位

    Temple University.;

  • 授予单位 Temple University.;
  • 学科 Health Sciences Education.; Education Higher.
  • 学位 Ed.D.
  • 年度 2003
  • 页码 118 p.
  • 总页数 118
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 高等教育;
  • 关键词

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