临床教师在OSTE期间处理哪些反内容?
Robin Lüchinger1, Matteo Coen1,2, Anne-Claire Bréchet Bachmann2
1Unit of Research and Development in Medical Education, Faculty of Medicine, University of Geneva, Geneva, Switzerland.
Advances in medical education and practice
|December 13, 2023
概括
临床教师主要提供负面的,特定任务的反. 在那里,在那里,在那里,在那里.
科学领域:
- 医学教育 医学教育
- 教师发展学院发展学院
- 临床教学 临床教学
背景情况:
- 有效的反对于临床环境中的住户发展至关重要.
- 教师发展计划通常包括客观结构化的教学课程 (OSTEs),以培训临床教师提供反.
- 评估反的内容和调整对于优化教学效率至关重要.
研究的目的:
- 分析临床教师在OSTE期间提供的反内容.
- 评估培训,医疗纪律和任务类型对反内容的影响.
- 评估专家识别的基本反内容与临床教师提供的内容之间的一致性.
主要方法:
- 这是一项多方法研究,涉及来自五个部门的89名临床教师.
- 教师参加了为期六个月的反培训计划,并在培训前后完成了OSTEs.
- 反内容被描述性地分析,使用ANOVA来评估影响因素;与专家识别的内容的一致性被计算.
主要成果:
- 317次反会议显示,反主要是有针对性的 (73%) 和负面的 (73%).
- 培训阶段没有显著影响反内容;任务和专业化产生了轻微的影响.
- 专家识别的基本内容和教师提供的反之间的一致性很低 (3-38%).
结论:
- 临床教师主要提供负面的,以任务为中心的反.
- 专家确定的基本反内容与教师提供的内容之间存在重大差异.
- 反内容可能反映了教师偏好而不是居民需求,需要进一步研究改善反对齐.
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