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首页> 外文期刊>Teaching and learning in medicine >Systems Thinking and Systems-Based Practice Across the Health Professions: An Inquiry Into Definitions, Teaching Practices, and Assessment
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Systems Thinking and Systems-Based Practice Across the Health Professions: An Inquiry Into Definitions, Teaching Practices, and Assessment

机译：基于系统的思维和系统跨越健康职业的思考：对定义，教学实践和评估的探究

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Phenomenon: Systems thinking is the cornerstone of systems-based practice (SBP) and a core competency in medicine and health sciences. Literature regarding how to teach or apply systems thinking in practice is limited. This study aimed to understand how educators in medicine, physical therapy, physician assistant, nursing, and speech-language pathology education programs teach and assess systems thinking and SBP. Approach: Twenty-six educators from seven different degree programs across the five professions were interviewed and program descriptions and relevant course syllabi were reviewed. Qualitative analysis was iterative and incorporated inductive and deductive methods as well as a constant comparison of units of data to identify patterns and themes. Findings: Six themes were identified: 1) participants described systems thinking as ranging across four major levels of healthcare (i.e., patient, care team, organization, and external environment); 2) participants associated systems thinking with a wide range of activities across the curriculum including quality improvement, Inter-professional education (IPE), error mitigation, and advocacy; 3) the need for healthcare professionals to understand systems thinking was primarily externally driven; 4) participants perceived that learning systems thinking occurred mainly informally and experientially rather than through formal didactic instruction; 5) participants characterized systems thinking content as interspersed across the curriculum and described a variety of strategies for teaching and assessing it; 6) participants indicated a structured framework and inter-professional approach may enhance teaching and assessment of systems thinking. Insights: Systems thinking means different things to different health professionals. Teaching and assessing systems thinking across the health professions will require further training and practice. Tools, techniques, taxonomies and expertise outside of healthcare may be used to enhance the teaching, assessment, and application of systems thinking and SBP to clinical practice; however, these would need to be adapted and refined for use in healthcare.
机译：现象：系统思维是基于系统的实践（SBP）的基石以及医学和健康科学的核心竞争力。关于如何在实践中教授或应用系统思考的文献有限。本研究旨在了解医学，物理治疗，医师助理，护理和语言病理学教育计划的教育工作者如何教导和评估系统思维和SBP。接近五个不同学位课程的二十六名教育工作者接受了采访，并进行了采访，并审查了方案描述和相关课程。定性分析是迭代和融入的电感和演绎方法，以及数据单位来识别模式和主题的持续比较。调查结果：确定了六个主题：1）参与者描述了在四个主要水平的医疗保健（即患者，护理团队，组织和外部环境）中思考的系统; 2）与会者相关系统在课程中考虑广泛的活动，包括质量改进，专业间教育（IPE），错误缓解和宣传; 3）需要医疗专业人员了解系统思维主要是外部驱动的; 4）参与者认为，学习系统思考主要是非正式的和经验的，而不是通过正式的教学指导; 5）参与者将系统思维内容的特征在于整个课程，并描述了各种教学策略; 6）参与者表示，结构化框架和专业间的方法可能会提高系统思维的教学和评估。见解：系统思维对不同的健康专业人士对不同的东西意味着不同的东西。教学和评估卫生职业思考的系统需要进一步的培训和实践。医疗保健外部的工具，技术，分类和专业知识可用于增强系统思维和SBP的教学，评估和应用到临床实践;但是，这些需要调整和精制用于医疗保健。

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