跨領域團隊合作教育創新：以情境影片為基礎的跨領域世界咖啡館

Innovating Interprofessional Education: A Video Scenario-Based Interprofessional World Café

10.6320/FJM.202307_27(4).0015

劉子弘(Tzu-Hung Liu)；朱芳儀(Fang-Yi Chu)；吳燿光(Yao-Kuang Wu)

跨領域團隊合作教育 ； 情境影片 ； 世界咖啡館 ； 學習成效 ； interprofessional education ； video scenario ； world café ； learning outcome

台灣醫學

27卷4期（2023 / 07 / 25）

513 - 519

繁體中文;英文

台灣醫界跨領域團隊合作概念於這十多年來逐漸落實，各大醫學院校也持續深化跨領域團隊合作教育（interprofessional education, IPE），發展出各項教學活動。近年來，世界咖啡館（world café）在國際上被視為IPE創新的可能作法之一，能提供學員在跨領域團隊合作主題進行深度討論的機會。然而，台灣尚未有世界咖啡館應用於醫學教育的文獻發表。本文將透過一場以情境影片為基礎的跨領域世界咖啡館，闡述如何以七大設計原則來規劃這類教學活動，並搭配參考引導問題，來確保IPE教學品質。同時，我們在這場世界咖啡館蒐集質性與量性的資料，來評估學員的學習成效，發現學員團隊合作能力有所提升。期望能將世界咖啡館導入IPE活動，增進臨床學員對跨領域團隊合作的瞭解，進而提升未來的病人照護品質。

The medical community in Taiwan has widely adopted the concept of interprofessional practice over the past decade. Medical educators continued to promote interprofessional education (IPE) at medical schools and hospitals and developed various teaching activities. Recently, the world café has been regarded internationally as one of the novel ways to implement IPE and can provide opportunities for participants to discuss interprofessional topics thoroughly. However, the world café has not yet been published in the medical education literature in Taiwan. In this article, we would like to use a video scenario-based interprofessional world café to exemplify how educators could design a world café based on the seven principles and set a series of guiding questions to ensure the quality of IPE. Meanwhile, we collected qualitative and quantitative data to assess the trainees' learning outcomes and found their ability in team cooperation improved. By introducing the world café method into IPE, we hope to increase clinical trainees' level of understanding of team collaboration and eventually better the health outcomes of patients.