培训医生提供高价值,成本意识的护理:一个系统的审查
Lorette A Stammen1, Renée E Stalmeijer1, Emma Paternotte2
1Department of Educational Development and Research, Faculty of Health, Medicine, and Life Sciences, Maastricht University, Maastricht, the Netherlands.
JAMA
|December 10, 2015
概括
医生通过知识传递,反思性实践和支持性环境来学习高价值,成本意识的护理. 这三个因素是制定有效的医学教育干预措施的关键.
科学领域:
- 医学教育
- 健康经济学
- 医疗管理
背景情况:
- 医疗保健支出的增加挑战了系统的可持续性.
- 医生需要接受高价值,负担意识的护理培训.
- 了解学习背景对于教育干预发展至关重要.
研究的目的:
- 找出促进学习高价值,成本意识的情况.
- 为医生提供有效的教育干预措施.
- 分析影响医生教育成本意识的因素.
主要方法:
- 从PubMed,EMBASE,ERIC和Cochrane数据库中对文献进行系统审查.
- 专注于干预机制的现实审查方法.
- 对79项研究进行主题分析,以确定反复出现的模式.
主要成果:
- 三个关键因素促进学习:知识传递 (健康经济学,证据,患者价值观),反思性实践 (反,对决策的自我反思) 和支持性环境 (角色模型,组织文化).
- 研究包括执业医生,住院医生和医学学生.
- 结合这些因素的干预措施显示出更高的有效性.
结论:
- 医生在高价值,成本意识的护理方面的有效教育需要整合知识传递,反思性实践和支持性环境.
- 这些综合因素应指导未来的医学教育计划的设计.
- 在医疗培训中关注成本意识对于医疗保健的可持续性至关重要.
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