一个试点的临床技能辅导计划,重新想象康复:一个队列研究
Jean E Klig1,2, William M Kettyle2, Joshua M Kosowsky2,3
1Massachusetts General Hospital, Boston, Massachusetts, 02114, USA.
MedEdPublish (2016)
|September 7, 2023
概括
临床技能指导为扎的医学学生提供了一种脱的补救方法. 这项试点计划证明了临床技能的持续改善以及风险学习者的成功结果.
科学领域:
- 医学教育 医学教育
- 临床技能发展 临床技能发展
- 学生修复 学生修复
背景情况:
- 新的策略对于改善和消除本科医学教育 (UME) 中补救的耻辱是必不可少的.
- 随着COVID-19的流行,人们需要加强对有困难的学习者的支持,以确保他们为研究生医学教育 (GME) 提供准备.
- 临床技能 (CS) 辅导是一种未被充分利用的方法,可以帮助减少与补救性学习相关的耻辱感.
研究的目的:
- 试点开展临床技能 (CS) 辅导计划,作为医学本科生脱的补救性学习环境.
- 根据客观结构化临床检查 (OSCE) 评估CS辅导对被确定为"有风险"的学生的表现和信心的影响.
主要方法:
- 在哈佛医学院为职员和职员后的学生进行了为期六个月的CS教练试点.
- 该计划包括个人/小组辅导,CS的直接床边观察,标准化的患者接触和视频审查.
- 基于优势的辅导原则和欣赏性的调查是该方法的核心.
主要成果:
- 二十三名学生参加了;所有职工学生 (14/14) 和职工后学生 (9/9) 通过了所需的OSCE总结测试.
- 与基线相比,实习生在多个欧安组织中表现出持续的CS改进.
- 学生的反表明,他们一致同意个人指导对他们的临床学习和实践有影响.
结论:
- CS指导是一种可行的,有效的方法来纠正UME,减少耻辱和培养成长的心态.
- 试点模式支持风险学生从早期职工到最后一年的持续进步.
- 一个实施模板可以指导在各种UME项目中调整CS辅导的调整.
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