在国家儿科培训/住院计划中,实现临床程序基于能力的结果的障碍和促进因素 - - 一项多中心定性研究
Waqas Ullah Khan1,2, John Twomey3,4, Ethel Ryan5,6
1Department of Psychiatry, School of Medicine, University of Limerick, Limerick, Ireland. khanw@tcd.ie.
BMC medical education
|December 14, 2023
概括
儿科实习生可以通过受保护的时间,评估和标准化的课程来获得程序能力. 基于模拟的医学教育 (SBME) 可以克服有限的临床暴露,使能力的实现成为可能.
科学领域:
- 医学教育 医学教育
- 儿科培训 儿科培训
- 基于能力的医学教育 (CBME)
背景情况:
- 爱尔兰皇家医师学院在2018年将其儿科培训更新为基于能力的医学教育 (CBME) 课程.
- 这一修订要求实习生获得核心程序技能,以便在课程中取得进展.
- 基于模拟的医学教育 (SBME) 越来越多地被认为是其在程序技能获取方面的有效性.
研究的目的:
- 识别儿童学员在获得程序能力方面的推动因素和障碍.
- 评估在CBME计划中获得所需的程序技能的可行性.
- 探索基于模拟的资源在技能发展中的利用和作用.
主要方法:
- 一项涉及半结构面试的多中心定性研究.
- 从两个学术三级医院招募了24名儿科顾问和实习生.
- 专题分析用于分析转录的采访数据.
主要成果:
- 程序能力的关键推动因素包括受保护的培训时间,例行评估和标准化的课程.
- 鉴定出有限的临床接触是获得技能的主要障碍.
- 所有参与者都建议基于模拟的医学教育 (SBME) 来帮助能力的实现,大多数人都认为这是可行的.
结论:
- 获得儿科程序能力是可行的,但可以通过受保护的培训时间,例行评估和标准化的课程来加强.
- 基于模拟的医学教育 (SBME) 为有限的临床暴露的障碍提供了解决方案.
- 需要进一步研究SBME的成本,类型和儿科实习生的教学方法.
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