根据ACGME核心能力对临床教育工作者进行居民评估
Bailey A Pope1,2, Patricia A Carney3, Mary C Brooks4
1Division of Hospital Medicine, Oregon Health & Science University, School of Medicine, Portland, OR, USA. popeb@ohsu.edu.
Journal of general internal medicine
|December 5, 2023
概括
评分很高的医生教育者在沟通和专业精神方面表现出色,而评分较低的医生教育者在基于系统的实践中需要改进. 这项研究确定了更好的教师发展的关键教学品质.
科学领域:
- 医学教育研究 医学教育研究
- 医师学院发展 医师学院发展
- 研究生医学教育研究生医学教育
背景情况:
- 研究生医学教育认证委员会 (ACGME) 要求每年培养教师以提高教学水平.
- 有限的研究存在于识别和提高教师教育师的教学质量.
- 了解数值评分与实际教学技能之间的联系至关重要.
研究的目的:
- 识别和描述区分高评级和低评级医生教育者的特质.
- 为改善医学实习生教师培养计划提供见解.
主要方法:
- 对主治医师教育人员的观察混合方法研究 (2015年7月至2021年6月).
- 定量分析:描述性统计,得分规范化和三级分层.
- 定性分析:比较居民对最高和最低评分的教职工的评论.
主要成果:
- 在ACGME核心能力的表现中观察到显著的差异.
- 排名最高的品质包括人际关系/沟通技巧,医学知识和专业精神.
- 评分最低的质量是基于系统的实践;高质量的教育工作者的主要主题包括角色建模和有效沟通.
结论:
- 医生教育者的策略可以通过专注于角色建模和沟通来改进.
- 提高教师教育者质量对于内科住院教育至关重要.
- 需要进一步努力,以完善教师发展和居民教育.
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