在南非家庭医学培训计划中,基于工作场所的学习机会
Neetha J Erumeda1, Louis S Jenkins, Ann Z George
1Department of Family Medicine and Primary Care, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; and Gauteng Department of Health, Ekurhuleni District Health Services, Germiston. Neetha.Erumeda@wits.ac.za.
南非的家庭医学注册人员通过互动,地区活动和自我指导获得基于工作场所的学习. 优化这些机会和应对挑战可以改善针对社区需求的培训.
科学领域:
- 医学教育 医学教育
- 健康 专业 教育 卫生 专业 教育
- 家庭医学培训 家庭医学培训
背景情况:
- 基于工作场所的学习 (WBL) 对于培养有能力的医疗保健工作者至关重要.
- 在高收入国家,WBL的机会得到了很好的描述,但在撒哈拉以南非洲地区卫生系统中,其特征不足.
研究的目的:
- 探索家庭医生和注册人员对WBL机会的看法.
- 在南非的一个分散的研究生家庭医学培训计划中描述WBL.
主要方法:
- 仪器化案例研究设计.
- 与11名家庭医生和11名注册人员进行了半结构化的定性访谈.
- 使用布劳恩和克拉克的六步方法对采访成绩单进行主题分析.
主要成果:
- WBL的机会包括从人际交互,区活动,自主学习和情境影响中学习.
- 登记人员从患者,同龄人,家庭医生和其他专业人员那里学习.
- 影响学习的因素包括反,自我反思,投资组合,地区活动以及资源和工作量等上下文因素.
结论:
- 登记员参与区卫生系统内的各种WBL机会.
- 有效地利用WBL和缓解上下文挑战是提高注册员学习的关键.
- 最大限度地提高WBL可以改善技能获取,以解决中等收入国家的社区卫生需求.
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