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首页> 外文期刊>BMC Medical Education >A postgraduate curriculum for integrated care: a qualitative exploration of trainee paediatricians and general practitioners’ experiences
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A postgraduate curriculum for integrated care: a qualitative exploration of trainee paediatricians and general practitioners’ experiences

机译：综合护理研究生课程：对实习儿科医生和全科医生经验的定性探索

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Integrated care unites funding, administrative, organisational, service delivery and clinical levels to create connectivity, alignment and collaboration within and between care delivery and prevention sectors. It aims to improve efficiency by avoiding unnecessary duplication of resources. Consequently, implementing integrated care is increasingly important; however, there are many barriers and how we teach healthcare practitioners to work across systems is under-researched. This paper explores an innovative educational curriculum, the Programme for Integrated Child Health (PICH). The PICH involved an experiential learning approach supported by taught sessions on specific issues relevant to integrated care. A qualitative study was conducted by interviewing 23 participants using semi-structured one-to-one interviews. Participants included trainees (general practice, paediatrics) and programme mentors. Data was thematically analysed. Results are coded under three main themes: integrated care curriculum components, perceptions of a curriculum addressing integrated care and organisational change, and personal and professional learning. The data highlights the importance of real-world projects, utilising healthcare data, and considering patient perspectives to understand and develop integrated practices. Trainees received guidance from mentors but, more crucially learnt from, with, and about one another. They learnt about the context in which GPs and paediatricians work and developed a deeper understanding through which integrated services could be meaningfully developed. This study explored participants’ experiences and can be taken forward by educationalists to design curricula to better prepare healthcare practitioners to work collaboratively. The emergence of integrated care brings about challenges for traditional pedagogical approaches as learners have to re-align their discipline-specific approaches with evolving healthcare structures. PICH demonstrated that trainees acquired knowledge through real-word projects and experiential learning; and that this facilitated integration, empowering doctors to become leaders of organisational change. However, there are also many challenges of implementing integrated curricula which need to be addressed, including breaking down professional silos and integrating resourceful healthcare. This study begins to demonstrate the ability of an integrated curriculum to support trainees to work collaboratively, but further work is needed to develop the wider efficacy of the programme incorporating other professional groups, and to assess its longer term impact.
机译：综合护理将资金，行政，组织，服务提供和临床水平结合在一起，以在护理提供和预防部门之间以及之间建立联系，协调和协作。它旨在通过避免不必要的资源重复来提高效率。因此，实施综合护理越来越重要。但是，存在许多障碍，我们如何教医疗从业人员跨系统工作还处于研究不足的状态。本文探讨了一种创新的教育课程，即“综合儿童健康计划”（PICH）。 PICH涉及一种体验式学习方法，并由与综合护理有关的特定问题的讲习班支持。通过使用半结构化一对一访谈对23名参与者进行访谈进行了定性研究。参加者包括受训人员（普通科，儿科）和项目指导者。对数据进行了主题分析。结果被编码为三个主要主题：综合护理课程组成部分，对解决综合护理和组织变革的课程的看法以及个人和专业学习。数据突出了现实世界项目的重要性，利用医疗保健数据并考虑患者的观点来理解和开发集成实践。受训者从导师那里得到指导，但更为关键的是彼此学习，相互学习。他们了解了全科医生和儿科医生的工作背景，并加深了了解，从而可以有意义地发展综合服务。这项研究探索了参与者的经验，教育工作者可以继续进行课程设计，以更好地准备医疗保健从业者进行协作。由于学习者必须将其针对特定学科的方法与不断发展的医疗保健结构重新结合起来，因此综合护理的出现给传统的教学方法带来了挑战。 PICH证明，受训人员通过实词项目和体验式学习获得了知识;并且这促进了整合，使医生有能力成为组织变革的领导者。但是，实施集成课程还存在许多挑战需要解决，包括打破专业孤岛和整合资源丰富的医疗保健。这项研究开始证明综合课程能够支持受训者开展协作工作，但是还需要进一步开展工作，以发展该计划结合其他专业团体的更广泛的功效，并评估其长期影响。

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