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从临床监督员实践中学习变化:探索医疗居民和同事的经验和解释
概括
医疗居民和研究员通过辨别病例特征,分组相似的患者,并接受个性化护理,从临床实践的变化中学习. 这种变化有助于他们理解监管者之间的待遇差异.
科学领域:
- 医疗教育 医学教育
- 临床实践变化 临床实践变化
- 一个有根据的理论.
背景情况:
- 临床实践的变化,即临床医生在类似病例的治疗决策上存在差异,是常见的.
- 了解学员如何感知和学习这些变异对于医学教育至关重要.
研究的目的:
- 探索医疗居民和研究员如何体验和解释监督者间临床实践的变化.
- 了解这些变异对学员学习过程的影响.
主要方法:
- 与17名高级住院医生或内部医学,血液学或血栓形成医学研究员进行了半结构化采访.
- 构造主义的基础理论和变异理论指导着数据收集和反复分析.
- 参与者被招募,直到达到理论上的充分性.
主要成果:
- 所有参与者都经历了临床实践的变化,将其归因于监督者差异,机构因素,证据解释,患者因素和学员参与.
- 变性帮助学员辨别关键案例特征 (对比),分组类似案例 (概括),并发展个性化的护理态度 (融合).
- 从变化中学习对高级居民 (研究生5-6年) 比初级居民 (研究生3-4年) 更有益.
结论:
- 临床实践的可变性提高了学员识别病例关键方面的能力,分类患者,并提供个性化医疗.
- 需要进一步的研究来探索不同培训水平的变化影响,优化监督指导,并调整课程以反映实践差异.
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