在要求临床调查方面增加知识
Brogan Guest1,2,3,4,5,6, Amy Donaldson-Perrott1,2,3,4,5,6, Beck Hickman1,2,3,4,5,6
1Brogan Guest, PA-C, is a reader, St George's, University of London, London, United Kingdom .
概括
英国一项针对助理医生 (PA) 的新调查专项课程改善了学生的知识和评估成绩,旨在减少医疗保健中的过度测试. 这项研究为PA患者的临床诊断教学提供了新的见解.
科学领域:
- 医学教育 医学教育
- 诊断调查 诊断调查
- 医生助理培训 医生助理培训
背景情况:
- 过度检测,即下令进行不必要的诊断调查,是发达国家的一个重大问题.
- 缺乏临床医生的信心或知识通常被认为是导致过度测试的因素.
- 有限的教学文献存在于临床诊断教学和评估专门为医生助理 (PAs).
研究的目的:
- 解决过度测试的问题,通过为英国的Physician Associate (PA) 计划开发和评估一个特定的调查课程.
- 成为第一个为PA提供临床诊断教学和评估的研究机构.
- 增强学生对适当调查请求和解释的信心和知识.
主要方法:
- 用定性方法评估学生的信心,包括开放式焦点小组和调查.
- 通过分析学生在与诊断调查相关的单个最佳答案评估的得分来评估课程的有效性.
- 该研究采用混合方法方法,将定性反和定量评估数据结合起来.
主要成果:
- 定性反表明,学生对准确调查请求和解释的知识有所增加.
- 学生在课程实施后,他们的评估成绩明显改善.
- 该课程成功地提高了学生对诊断调查原则的理解和应用.
结论:
- 特定于调查的教育方法可以有效地提高学生在诊断评估中的表现.
- 这一有针对性的课程表明了减少大学水平过度测试的可行策略.
- 这些发现支持将专门的诊断培训整合到PA计划中,以增强临床实践.
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