チーム医療教育の実践—学際的グループワークによる看護1年次生の学び

Practice of Team Medical Education: Learning of First-Year Nursing Students Through Interdisciplinary Group Work Format

要旨

　研究目的：チーム医療教育の一環として実施されたオンライン形式と学際的グループワーク形式という異なる教育方法における看護1年次生の協働スキルや専門職理解を含む学びを，年度別の学生レポートをテキストマイニングで分析し，明らかにすることである．

　研究方法：テキストマイニングを用いて，年度別のレポートの比較を行い，教育方法の違いによる学生の学びを分析した．

　結果：オンライン形式（60名）では「医療」「患者」が，学際的グループワーク形式（44名）では「チーム」「専門職」など協働に関する用語が頻出し，語句の共起と頻度に差異がみられた．

　結論：学際的グループワーク形式は，基礎的な学びを実践的に体験し，深める機会を提供するため，1年次生にとってより有益であることが示唆された．

　Aim: This study aims to clarify the impact of Team-Based Healthcare Education on nursing students' learning (e.g., collaborative skills and understanding of professional roles) by comparing the online format and interdisciplinary group work format. Text mining was conducted to analyze student reports from different academic years, focusing on differences in learning outcomes due to educational methods.

　Methods: Text mining was used to compare student reports from different academic years, analyzing differences in learning outcomes based on educational methods.

　Results: Consent was obtained from 60 students for the online format and 44 students for the interdisciplinary group work format. In the online format, terms such as "medical" and "patient" were frequently used, while in the interdisciplinary group work format, collaboration-related terms like, "team" and "professionals" were more common. Differences in the co-occurrence and frequency of terms were observed between the two formats.

　Conclusion: The interdisciplinary group work format was suggested to be beneficial for first year students, as it provided opportunities to practically experience and deepen their foundational learning.