電子學習歷程與勝任能力導向醫學教育於跨專業團隊會議教學

E-Portfolio and Competency-Based Medical Education in an Interprofessional Team Meeting Curriculum

以勝任能力規劃與評量跨專業團隊會議教學，以電子學習歷程(e-portfolio)落實教學紀錄，本文探討跨專業團隊會議教學於非西醫職類之成效。我們回顧性蒐集2019年1月至2020年12月參加本教學活動之臨床教師與學員的教學與學習資料。自ACGME發布之內科報告里程碑，挑選8項與跨專業照護相關的次能力，作為教學架構及評量內容，並於e-portfolio建置跨專業團隊會議教學6項要素，以系統引導教學逐步完成。分析教學與e-portfolio滿意度、學員次能力進展、系統導入前後紀錄完善度差異。教師與學員對e-portfolio滿意度除操作介面友善外，其餘系統功能滿意度＞4分。E-portfolio顯著改善會前簡介、會後總結、次能力測驗的紀錄完善度，整體完善度由3.8%上升至92.3%，學員對此教學各項滿意度＞4分。學員參加教學後8項次能力均顯著進步，層級介於3.5-4.0。E-portfolio協助跨專業團隊會議教學進行，次能力評量具體呈現教學成果，本院跨專業團隊會議教學具顯著成效。

We designed and evaluated our interprofessional team meeting teaching curriculum based on the principle of a competency-based medical education. We established an electronic portfolio (e-portfolio) to facilitate the ability of the clinical preceptors and trainees to implement the proposed curriculum. We reported the results among different professionals other than physicians. We retrospectively collected the data from clinical preceptors and trainees who participated in the course of study established in the curriculum from January 2019 to December 2020. According to the internal medicine milestones issued by the Accreditation Council for Graduate Medical Education, we selected eight subcompetencies essential for interprofessional practice in the assessment. This e-portfolio comprised six steps to be implemented. We surveyed the degree of participant satisfaction with this curriculum and the e-portfolio through questionnaires. We used milestones to assess the trainees’ performance related to the subcompetencies. The difference in the completion rate of the teaching and learning records before and after the introduction of the e-portfolio were compared. With the exception of the user-friendly interface of the e-portfolio, our users were satisfied with the other surveys in the system, where the Likert 5-point scale values all exceeded 4. The e-portfolio significantly improved the completion rate of briefing and debriefing records, as well as the completion rate for the pre-testing and post-testing data. The overall completion rate increased from 3.8% to 92.3%. The trainees’ satisfaction with our curriculum exceeded scores of 4 on the Likert 5-point scale. Our trainees made significant progress after participating in the proposed curriculum, where the mean levels of the 8 subcompetencies ranged between 3.5 and 4.0. Applying milestones to assess the interprofessional practice competencies demonstrated that our trainees made significant progress after exposure to the interprofessional team meeting teaching curriculum. The use of the e-portfolio facilitated its implementation. Our strategy for this curriculum had a significant impact on interprofessional education.