Multiprofesyonel Eğitim: Avantajlar, Zorluklar ve Program Geliştirme Önerileri.

Yıl 2018, Cilt: 17 Sayı: 51, 5 - 12, 15.04.2018

Mustafa Daloğlu Yeşim Şenol

https://doi.org/10.25282/ted.365194

Cited By: 3

Öz

Sağlık
alanında bilginin hergün süratle artması, sağlık çalışanlarının giderek daha
fazla uzmanlık alanlarına bölünmesine sebebiyet vermektedir. Bu durum bilginin entegre
kullanımı için iş birliği ve takım çalışmasının önemini arttırmaktadır.
Multiprofesyonel eğitim, farklı mesleki eğitim almış olan sağlık çalışanlarını
henüz eğitim süreçlerinde iş birliği ve takım olma olgusuna teşvik etme
potansiyeli nedeniyle artan bir değere sahiptir. Tüm avantajlarına rağmen
multiprofesyonel öğeler içeren eğitim programları sınırlı sayıda
uygulanabilmektedir. Başarılı bir multiprofesyonel eğitim progamı
geliştirebilmek için pek çok faktör göz önünde bulundurularak planlama yapılmalıdır.
Ortak bir eğitim programı uygulamanın önemli bir kolaylaştırıcısı program
paydaşlarının ortak bir profesyonelizm anlayışına sahip olmalarıdır. Bu
derlemede multiprofesyonel eğitimin tanımına, avantajlarına, programı
oluşturmadaki zorluklarına ve program oluşturma yöntemlerine yer verilmiştir.

Anahtar Kelimeler

Multiprofeyonel, eğitim, iş birliği, takım çalışması

Multiprofessional Education: Advantages, Pitfalls and Program Development tips

Öz

The excessively growing data in the field of health sciences cause healtcare professionals to be subdivided into different specialties. In the name of providing high quality healtcare collaboration and teamwork gains significant importance. Multiprofessional education has an increasing value by means of its potential positive impact on promoting collaboration and teamwork among healthcare providers. Despite of its all advantages, its rate of implementation in to education programmes remains infrequent. There are plenty of factors, influencing the success of multiprofessional education, that has to be considered. A shared understanding of the concept of professionalism may facilitate multiprofessional education and collaboration. This review addresses to the definition, advantages, difficulties of multiprofessional education concept and approach to develop a multiprofessional education programme.

Anahtar Kelimeler

Multiprofessional, education, collaboration, Teamwork

Kaynakça

• 1. World Health Organization, Learning Together to Work Together for Health, Report of WHO study Group on Multiprofessional Education for Health Personnel the Team Approach, Technical report series 769 Geneva, 1988, WHO. The World Health Organization
• 2. Barr H. Interprofessional Education. Today, Yesterday and Tomorrow. A Review. London: The Learning and Teaching Support Network for Health Sciences and Practice; 2002
• 3. Roodbol PF. Multiprofessional education to stimulate collaboration: a circular argument and its consequences. GMS Z Med Ausbild. 2010;27(2):Doc28. DOI: 10.3205/zma000665
• 4. Sherwood G, Thomas E, Bennettee DS, Lewis P. A teamwork model to promote patient safety in critical care. Crit Care Nurs Clin North Am. 2002;14(4):333-340.DOI:10.1016/S0899-5885(02)00020-5
• 5. Loxley, A. Collaboration in Health and Welfare: Working with Difference. London: Jessica Kingsley Publishers, 1997
• 6. Mires G, Williams F, Harden R, Howie P. The benefits of a multiprofessional education programme can be sustained. Medical Teacher 2001:23;300-304.
• 7. Harden RM. AMEE guide No. 12: Multiprofessional education: Part 1 - effective multiprofessional education: a three-dimensional perspective, Medical Teacher, 1998:20:5,402-408
• 8. Finch J. Interprofessional education and teamworking: a view from the education providers. BMJ. 2000;321(7269):1138-1140. DOI:10.1136/bmj.321.7269.1138
• 9. Wahlström O, Sandén I, Hammar M. Multiprofessional education in the medical curriculum. Med Educ. 1997;31(6):425-429. DOI:10.1046/j.1365-2923.1997.00669.x
• 10. Primmer D. Teamwork and communication. J Courtin Educ Nurs. 2009;40(7):294-295.
• 11. Parsell G, Bligh J. The development of a questionnaire to assess the readiness of health care students for interprofessional learning (RIPLS). Med Educ 1999;33:95±100.
• 12. Taifel H, Turner JC. An integrative theory of intergroup conflicts. In Worchel S, Austin LW (Hrsg). Psychology of Intergroup Relations. Chicago: Nelson- Hall; 1986.
• 13. Rafferty AM, Ball J, Aiken LH Are teamwork and professional autonomy compatible, and do they result in improved hospital care? BMJ Quality & Safety 2001;10:ii32-ii37.
• 14. Kinston W. Hospital organisation and structure and its effect on inter-professional behaviour and the delivery of care. Soc Sci Med. 1983;17(16):1159-70.
• 15. Marletta G, Sarli L, Caricati L, Mancini T. Intergroup contact and team functioning among nursing students: the mediation role of intergroup anxiety. Acta Biomed. 2017 Jul 18;88(3 -S):37-42. doi: 10.23750/abm.v88i3 -S.6612.
• 16. Eva KW. Teamwork during education: the whole is not always greater than the sum of the parts. Medical Education 2002, 36, 314–6
• 17. Priest H, Sawyer A, Roberts P, Rhodes SA. survey of interprofessional education in communication skills in healthcare programmes in the UK. Journal of Interprofessional Care 2005, 19, 236–50.
• 18. Ten Hoeve Y, Jansen G, Roodbol P. The nursing profession: public image, self-concept and professional identity. A discussion paper. Journal of Advanced Nursing 2013:70(2), 295–309. doi: 10.1111/jan.12177
• 19. Horder, J. Leadership in a multiprofessional context. Medical Education 2000;34:203±205
• 20. Flechter K. Image: Changing how women nurses think about themselves. Literature review. J Adv Nuirs. 2007;58(3):207-215. DOI:10.1111/j.1365-2648.2007.04285.x
• 21. Pirrie A, Wilson V, Harden RM, Elsegood J. Promoting cohesive practice in health care, Medical Teacher, 1998:20, pp. 409± 416.
• 22. Areskog NH. The need for multi-professional health education in undergraduate studies. Med Educ 1988;22:251±2
• 23. HORDER J. The Centre for the Advancement of Interprofessional Education, Education for Health, 1996:9(3), 397± 400
• 24. Brandon JE, Majumdar B. An introduction and evaluation of problem-based learning in health professions education, Family Community Health, 1997:20(1), pp. 1± 15
• 25. Carr SE, Celenza A, Lake F. Establishing an integrated multiprofessional skills training programme, Medical Teacher, 2010:32:1, 41-45, DOI:10.3109/01421590902810786
• 26. Chandratilake M. From the professionalism of a profession to the professionalism of a multiprofessional team. Medical Education 2014; 48: 340–348