医疗保健提供者数理教育:一个范围审查
Casey Goldstein1, Nicole Woods, Rebecca MacKinnon
1Ms. Goldstein: Beginning a residency in Family Medicine at the University of Toronto, Ontario, Canada. Dr. Woods: Associate Professor, Temerty Faculty of Medicine, University of Toronto and Director, The Institute for Education Research, University Health Network, Toronto, Ontario, Canada. Ms. MacKinnon: Master of Public Health student at the University of Guelph, Guelph, Ontario, Canada. Ms. Fazelzad: Information Specialist at Library and Information Services University Health Network (UHN)-Princess Margaret Cancer Centre, Toronto, Ontario, Canada. Ms. Gill: A recent Master of Public Health graduate from Western University, London, Ontario. Dr. Giuliani: Director of Education at Princess Margaret Cancer Centre and an Associate Professor in the Department of Radiation Oncology, Toronto, Ontario, Canada. Ms. Papadakos: Co-Director, Cancer Self-Management Research Centre and Senior Manager Educational Design & Knowledge Translation, Cancer Education at the Princess Margaret Cancer Centre, Toronto, Ontario, Canada. Ms. Wei: Recent Master of Public Health graduate from Western University, London, Ontario, Canada. Dr. Papadakos: Co-Director, Cancer Health Literacy Research Centre, Princess Margaret Cancer Centre; Scientist, The Institute for Education Research, University Health Network; Assistant Professor, Dalla Lana School of Public Health, University of Toronto; and Provincial Head, Patient Education at Ontario Health, Toronto, Ontario, Canada.
对于医疗保健提供者来说,健康数学教育至关重要,但目前的培训在有效性方面存在差异. 提高算术技能对于基于证据的实践和患者沟通至关重要.
科学领域:
- 健康 专业 教育 卫生 专业 教育
- 医学教育研究 医学教育研究
- 医疗保健中的量化素养
背景情况:
- 医疗计算或数字素养对于医疗保健提供者做出明智的健康决策至关重要.
- 有效的患者-医疗服务提供者沟通和基于证据的医学在很大程度上依赖于数学技能.
- 尽管它很重要,但许多医疗保健专业人员表现出不理想的算术技能,即使有高级教育.
研究的目的:
- 为医疗保健提供者进行现有数学技能教育计划的范围审查.
- 探索和总结当前在医疗保健培训中的数学教育干预措施的格局.
主要方法:
- 从2010年1月到2021年4月,在10个数据库中进行了全面的文献搜索.
- 包括专注于人类,成人数学教育的研究,为医疗保健提供者或学员提供,详细介绍方法,评估和结果.
- 在超过31,000个初始结果中,共选出了71篇文章.
主要成果:
- 干预措施主要针对大学生 (护理,医学,药房) 和住院医生.
- 通常教授的数理概念包括统计,药物计算,基于证据的医学,研究方法和流行病学.
- 教学模式经常结合了积极的 (研讨会,小组练习) 和被动的 (讲座) 方法,结果以知识,技能,自我效能,态度和参与度来衡量.
结论:
- 对于医疗保健提供者数学的现有教育努力需要加强.
- 对于临床决策,基于证据的实践和患者沟通,需要更多地专注于培养强大的算术技能.
- 教学方法,能力和报告的有效性的变化凸显了对标准化,有影响力的计算能力培训计划的需求.
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