教学生关心 (协调):一个随机对照试验
Lara Voigt1, James McCarthy2, Ankur Segon1
1Department of Medicine, University of Texas, San Antonio, Texas.
WMJ : official publication of the State Medical Society of Wisconsin
|September 28, 2023
概括
一个简短的医学学生课程提高了对跨学科轮和团队角色的理解. 这次培训显示了更好的患者问题答案的趋势,使学生在出院计划中获得了更多的权力.
科学领域:
- 医疗教育 医学教育
- 医疗保健管理的管理
- 患者的出院情况
背景情况:
- 跨学科的回合对于有效的排放规划至关重要.
- 医学学生往往缺乏足够的培训,为这些轮.
- 现有的课程往往过于耗时,或过于狭.
研究的目的:
- 评估简要课程对医学学生参加跨学科轮的影响.
- 提高医学学生对出院计划流程和团队角色的理解.
主要方法:
- 开发了一个30分钟的课程,专注于跨学科的轮.
- 一项随机对照试验与内部医学轮换的医学学生进行.
- 结果通过前后调查和评估轮次参与来衡量结果.
主要成果:
- 在课程后,学生对轮次和团队角色的理解有显著的改善.
- 两组在呈现评估中没有显著差异.
- 干预组的学生表现出更好地回答患者问题 (70%对57%) 的趋势.
结论:
- 一个简短的,恰到好处的课程有效地增强了医学学生对跨学科出院轮的知识.
- 该课程在改善学生在轮次期间回答患者相关问题的能力方面表现出积极的趋势.
- 这种培训使学生能够有效地为住院团队做出贡献,并且可以轻松地集成到现有计划中.
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