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ファミリー・メディシン・レジデントの教育経験:包括的な教育枠組みに向けて
Sudha Koppula1, Shannon Gentilini1, Nathan Turner1
1Department of Family Medicine, University of Alberta, Edmonton, Canada.
Journal of medical education and curricular development
|February 19, 2026
まとめ
ファミリー・メディシン・レジデントは,多様な指導の機会がありますが,現在の枠組みは精錬が必要です. 将来の教育者の訓練を強化するために,専用のレジデントの教育枠組みが推奨されます.
科学分野:
- 医療教育 医療教育について
- ファミリーメディシン 研修
- レジデンシープログラム
背景:
- カナダの家族医学 (FM) のレジデンスプログラムは,研修生に教学スキルを備える必要があります.
- カナダの家庭医科大学 (College of Family Physicians of Canada) の基本的教育活動 (FTA) フレームワークは,FM教師の役割をガイドしています.
- 住民の教育機会を理解することは,将来のFM教育者の育成に不可欠です.
研究 の 目的:
- カナダのFMプログラムにおける居住者のための教育機会について説明します.
- これらの機会がFTAフレームワークの領域と整合しているかを評価する.
主な方法:
- 半構造化された仮想インタビューを用いた質的研究.
- 10人の農村と都市部のFM住民と12人の学術教師が参加しました.
- コーディングテンプレートによるテーマデータ分析が採用されました.
主要な成果:
- レジデントの指導の機会は,さまざまな環境 (クリニック,病棟,グループ) で存在します.
- 活動には,臨床教育,カリキュラム開発,ピア教育が含まれています.
- FTAフレームワークへのマッピングは",臨床指導員"を"臨床教師"に改訂し",教育協力者"を追加することで修正を必要とした.
結論:
- 現在の居住者向け教育の機会は多様ですが,既存のフレームワークと完全に整合していない可能性があります.
- FM在住者のための特定の教学枠組みが必要である.
- この枠組みは,教育の機会を最適化し,住民と教師を指導します.
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