美国国家公共电台 NPR Teaching Medical Teamwork Right From The Start

Teaching Medical Teamwork Right From The Start

DAVID GREENE, HOST:

In health care, they say it's all about the team - doctors, nurses, others working together to treat patients. But for the most part, they still train separately. Well, in Cleveland, two big health organizations are trying to create a structure that encourages teamwork. Julie Rovner has the story.

JULIE ROVNER, BYLINE¹: There is a new building going up on the campus of the Cleveland Clinic, a really big building.

RUSS SAGHY: The skylight that we're standing² under will eventually cover the area of an entire football field.

ROVNER: That's Russ Saghy, who oversees³ construction projects for the Cleveland Clinic. He's talking about the new Health Education Campus for Case Western Reserve University. It's a joint⁴ project of the clinic and the university to the tune⁵ of half a trillion dollars.

The building eventually will provide eight and a half football fields' worth of space and house four separate training programs - the Case Western medical, nursing and dental schools and the Cleveland Clinic's own in-house medical school. It's a move that reflects a change in the nature of medical care itself.

JAMES YOUNG: Health care is no longer a gladiatorial sport where you had the one health care provider, you know, mano a mano, one on one battling a disease.

ROVNER: That's James Young, who heads the Cleveland Clinic school of medicine. He says medicine in the 21st century has become so complex that teamwork is a necessity.

YOUNG: I'm involved with heart transplantation and mechanical devices for the heart. Boy, you can't do it by yourself.

ROVNER: The new building is actually the culmination⁷ of ongoing⁸ efforts at Case to train its health care teams together. For years now, it's been bringing together students from medicine, nursing, dentistry, social work and public health. For example, the university has a free oral health clinic that puts dental and nursing students side by side treating patients.

Carol Savrin, an administrator⁹ at the Case nursing school, says the various health schools also have joint projects around specific health problems - obesity¹⁰, for example and pain.

CAROL SAVRIN: We all have to deal with pain, whether it's dentists or social workers or nurses. So they're taking a common thread and coming at it from a variety of different angles.

ROVNER: Students from all the disciplines also come together twice a year for mandatory¹¹ workshops, where they role-play through various patient scenarios¹². Scott Wilkes, an assistant dean at the Case Western school of social work, says this generation is particularly well-suited to teamwork.

SCOTT WILKES: They get it. When they're in the room together and they're talking with one another, they understand how important this is.

ROVNER: That's a good thing because efforts to train doctors, nurses and other health care professionals together haven't always produced the best results. In many cases, students have been just as quick to adopt stereotypical¹³ roles as their more-trained elders are, says Wilkes.

WILKES: I think that they come in with some preconceived or stereotype¹⁴ notions of what a doctor - a social worker is.

ROVNER: Yet, Patricia Thomas, a vice⁶ dean at the Case medical school, says closer knit teams are necessary, among other things, for preventing medical mistakes.

PATRICIA THOMAS: The root of many of our errors had to do with the fact that our professions were not working effectively together for patient care.

ROVNER: Thomas concedes that no one is exactly sure how to train health professionals effectively to work in teams.

THOMAS: It's true. We don't have a great evidence base for what works.

ROVNER: But having students cross paths, not just in their formal schooling¹⁵ but in more relaxed areas of the new building, will foster the team spirit they're trying to build, says nursing administrator Savrin.

SAVRIN: It needs to be reinforced. So we can teach these people about each other in year one, but they need to keep reinforcing that throughout the four years of their education.

ROVNER: The first students are scheduled to move to the new building in 2019. I'm Julie Rovner.

GREENE: Julie Rovner is with Kaiser Health News.

1 byline   

n.署名；v.署名

参考例句：

• His byline was absent as well.他的署名也不见了。
• We wish to thank the author of this article which carries no byline.我们要感谢这篇文章的那位没有署名的作者。

2 standing   

n.持续，地位；adj.永久的，不动的，直立的，不流动的

参考例句：

• After the earthquake only a few houses were left standing.地震过后只有几幢房屋还立着。
• They're standing out against any change in the law.他们坚决反对对法律做任何修改。

3 oversees   

v.监督，监视( oversee的第三人称单数 )

参考例句：

• She oversees both the research and the manufacturing departments. 她既监督研究部门又监督生产部门。 来自《简明英汉词典》
• The Department of Education oversees the federal programs dealing with education. 教育部监管处理教育的联邦程序。 来自互联网

4 joint   

adj.联合的，共同的；n.关节，接合处；v.连接，贴合

参考例句：

• I had a bad fall,which put my shoulder out of joint.我重重地摔了一跤，肩膀脫臼了。
• We wrote a letter in joint names.我们联名写了封信。

5 tune   

n.调子；和谐，协调；v.调音，调节，调整

参考例句：

• He'd written a tune,and played it to us on the piano.他写了一段曲子，并在钢琴上弹给我们听。
• The boy beat out a tune on a tin can.那男孩在易拉罐上敲出一首曲子。

6 vice   

n.坏事；恶习；[pl.]台钳，老虎钳；adj.副的

参考例句：

• He guarded himself against vice.他避免染上坏习惯。
• They are sunk in the depth of vice.他们堕入了罪恶的深渊。

7 culmination   

n.顶点；最高潮

参考例句：

• The space race reached its culmination in the first moon walk.太空竞争以第一次在月球行走而达到顶峰。
• It may truly be regarded as the culmination of classical Greek geometry.这确实可以看成是古典希腊几何的登峰造级之作。

8 ongoing   

adj.进行中的，前进的

参考例句：

• The problem is ongoing.这个问题尚未解决。
• The issues raised in the report relate directly to Age Concern's ongoing work in this area.报告中提出的问题与“关心老人”组织在这方面正在做的工作有直接的关系。

9 administrator   

n.经营管理者，行政官员

参考例句：

• The role of administrator absorbed much of Ben's energy.行政职务耗掉本很多精力。
• He has proved himself capable as administrator.他表现出管理才能。

10 obesity   

n.肥胖，肥大

参考例句：

• One effect of overeating may be obesity.吃得过多能导致肥胖。
• Sugar and fat can more easily lead to obesity than some other foods.糖和脂肪比其他食物更容易导致肥胖。

11 mandatory   

adj.命令的；强制的；义务的；n.受托者

参考例句：

• It's mandatory to pay taxes.缴税是义务性的。
• There is no mandatory paid annual leave in the U.S.美国没有强制带薪年假。

12 scenarios   

n.[意]情节；剧本；事态；脚本

参考例句：

• Further, graphite cores may be safer than non-graphite cores under some accident scenarios. 再者，根据一些事故解说，石墨堆芯可比非石墨堆芯更安全一些。 来自英汉非文学 - 环境法 - 环境法
• Again, scenarios should make it clear which modes are acceptable to users in various contexts. 同样，我们可以运用场景剧本来搞清楚在不同情境下哪些模式可被用户接受。 来自About Face 3交互设计精髓

13 stereotypical   

n.常规

参考例句：

• Personas should be typical and believable, but not stereotypical. 人物角色应该是典型和可信赖的，但不是一成不变的。 来自About Face 3交互设计精髓
• Anything could be stereotypical, so I guess it could be criticism. 任何东西都可以变的老套，所以我猜那就是一种批评。 来自互联网

14 stereotype   

n.固定的形象，陈规，老套，旧框框

参考例句：

• He's my stereotype of a schoolteacher.他是我心目中的典型教师。
• There's always been a stereotype about successful businessmen.人们对于成功商人一直都有一种固定印象。

15 schooling   

n.教育；正规学校教育

参考例句：

• A child's access to schooling varies greatly from area to area.孩子获得学校教育的机会因地区不同而大相径庭。
• Backward children need a special kind of schooling.天赋差的孩子需要特殊的教育。