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首页> 外文期刊>Journal of Research in Interprofessional Practice and Education >Sixteen Months “From Square One”: The Process of Forming an Interprofessional Clinical Teaching Team
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Sixteen Months “From Square One”: The Process of Forming an Interprofessional Clinical Teaching Team

机译：“从第一个广场开始”十六个月：组建跨专业临床教学团队的过程

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Background: Descriptions of interprofessional education (IPE) programs and teacher competencies exist, but limited research has been undertaken about the process of IPE teaching team formation. This research project examined how pedagogically na?ve clinicians of different disciplines initially formed an IPE teaching team. Methods and Findings : A case study approach was undertaken with data collected over the first sixteen months of an IPE program. Data included: audio recordings, transcripts, and field notes from nine individual teacher interviews, two teaching team focus groups, five student focus groups, and eight summary reports. Data analysis using a grounded theory constant comparison approach revealed themes relating to the formation, development, and evolving sophistication of the teaching team from functioning, to co-ordinating, to co-operating, and finally to collaborating. These stages were influenced by four external factors: remote rural context, Hauora Māori principles, personal attributes, and teacher development. Conclusions: Formation of interprofessional clinical teaching teams requires educational preparation, time learning to work with each other, and trust development, with a number of local contextual factors influencing this process. Teaching team formation paralleled Wegner’s Community of Practice model where shared vision supported the adoption of an increasingly complex IPE pedagogy.
机译：背景：对跨专业教育（IPE）计划和教师能力的描述已经存在，但是关于IPE教学团队形成过程的研究很少。该研究项目研究了不同学科的幼稚的临床医生最初是如何组成IPE教学团队的。方法和调查结果：采用案例研究方法，收集了IPE计划前16个月的数据。数据包括：来自九次老师访谈的录音，笔录和现场笔记，两个教学小组焦点小组，五个学生焦点小组和八份总结报告。使用扎根的理论常数比较方法进行的数据分析揭示了与教学团队的形成，发展和不断发展的复杂性有关的主题，这些主题包括职能，协调，合作以及最终合作。这些阶段受到四个外部因素的影响：偏远的农村环境，毛利人的基本原则，个人特质和教师的发展。结论：跨专业临床教学团队的建立需要教育准备，互相学习的时间以及信任的发展，其中许多因素影响了这一过程。教学团队的组成与Wegner的实践社区模型相类似，在该模型中，共同的愿景支持采用日益复杂的IPE教学法。

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