强化在临床医师从继续教育到实践的道路上的新兴作用
Katie Stringer Lucero1, Betsy Williams, Donald E Moore
1Dr. Lucero: Vice President, Medscape, LLC, Newark, NJ. Dr. Williams: Clinical Program Director, Professional Renewal Center®; Director of Education, Wales Behavioral Assessment, Lawrence, KS, and Clinical Associate Professor, Department of Psychiatry, School of Medicine, University of Kansas, Lawrence, KS. Dr. Moore: Professor of Medical Education and Administration, Emeritus, Vanderbilt University School of Medicine, Nashville, TN.
持续教育 (CE) 活动加强现有知识,而不是引入新信息,与更高的临床医生自我有效性有关. 这一发现凸显了在专业发展中加强知识的价值.
科学领域:
- 医学教育研究 医学教育研究
- 医疗保健专业发展
- 改善临床实践的改善
背景情况:
- 持续教育 (CE) 影响临床医生的知识,技能,自我效能和绩效.
- 自我有效性可能会调节或调解知识/能力和绩效之间的联系.
- 临床医生可以加强现有知识,而不是在CE期间学习新知识.
研究的目的:
- 调查CE活动加强现有知识时,与引入新信息相比,临床医生的自我有效性是否更高.
- 在CE的背景下,研究知识/能力和自我效能之间的关系.
主要方法:
- 使用层次线性建模来分析153个在线CE活动的数据.
- 该研究研究了后CE知识/能力状态 (加强与改进) 的调节作用.
- 评估了后CE知识/能力分数和自我效能之间的关系.
主要成果:
- 较高的后CE知识/能力分数与更高的后CE自我有效性评级相关.
- "强化"组的临床医生报告了比"改善"组的临床医生更高的后CE自我有效性,在控制后CE分数后.
- 对于那些加强知识/能力但没有改善的学习者来说,观察到对自我效能的好处.
结论:
- 加强知识的CE活动为临床医生的自我效能带来了好处.
- 这项研究扩大了对CE如何影响临床实践的理解.
- 前后评估问题可以成为CE学习过程中宝贵的组成部分.
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