解决英格兰和苏格兰的专家GP培训中的差异性成就问题
Debra de Silva1, Rachel Roberts2, Vijay Nayar2
1Department of primary care, The Evidence Centre, London, UK.
概括
英格兰的NHS和苏格兰的NHS教育正在解决全科医生 (GP) 培训方面的差异. 为代表性不足的实习生提供有针对性的支持显著提高了资格率,证明了解决系统性不平等问题的进展.
科学领域:
- 医学教育 医学教育
- 医疗保健的不平等 医疗保健的不平等
- 专业培训 专业培训 专业培训
背景情况:
- 一般医生 (GP) 培训表现出成就差距,来自少数民族的学员和国际医学毕业生面临较低的资格率.
- 医学教育中的系统性不平等对公平的培训成果构成重大挑战.
- 以前的方法并没有完全解决GP培训中差异性成就的复杂性.
研究的目的:
- 描述英格兰NHS和苏格兰NHS教育所实施的实际干预措施,以解决GP培训中的差异性成就.
- 审查和改革GP专业培训的各个方面,以减轻偏见和提高公平性.
- 将叙述从感知到的无能力转变为致力于解决成就差距的行动.
主要方法:
- 对以前没有资格的学员实施个性化,有针对性的支持.
- 制定和推出一项国家计划,以打击差异性成就和系统级偏见.
- 为教育工作者和监督人员提供培训,以识别偏见并提供量身定制的支持,包括心理健康资源和考试准备审查.
- 修改考试以减少无意识的偏见,并将学员代表纳入国家委员会.
主要成果:
- 在接受个性化,有针对性的支持的学员中,培训完成率显著增加 (76%).
- 引入国家计划已经开始审查GP培训中的无意识偏见.
- 目前正在对实现数据进行持续监测,以评估实施的变更的影响.
结论:
- 在全科医生培训中,差异性成就是一个可采取行动的问题,而不是一个无法克服的障碍.
- 转向主动,有资源和领导力支持的干预措施对于进步至关重要.
- 持续评估和调整策略对于持续改善GP培训公平性至关重要.
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