床边教学的结构和质量:视频分析
Anna-Lena Blaschke1, Alexander Hapfelmeier2,3, Hannah P K Rubisch1
1TUM Medical Education Center, TUM School of Medicine, Technical University of Munich, Munich, Germany.
有效的临床教学 (BST) 取决于有动机的教育工作者和充足的临床检查时间. 优化这一核心医学教育要素包括专注于讲师动机和患者参与,以提高感知质量.
科学领域:
- 医学教育 医学教育
- 临床技能培训 临床技能培训
背景情况:
- 床边教学 (BST) 是医疗培训的基础,但其有效利用的研究不足.
- 关于有效BST的特定质量特征的证据有限.
研究的目的:
- 调查教师和结构因素对床边教学的感知质量的影响.
- 确定优化BST效率和有效性的关键要素.
主要方法:
- 拍摄和分析了36个BST课程,其中包括24名讲师和259名学生.
- 评估结构因素 (学生/患者数量,持续时间,临床考试比例) 和讲师特征 (经验,动机).
- 使用学生评估和统计分析 (Pearson r,线性混合模型).
主要成果:
- 讲师的内在动机与感知到的BST质量有很强的相关性;经验表明相关性较弱.
- 患者数量和临床检查所花费时间的比例显著影响了临床教学质量.
- 优化BST包括纳入多个患者,并优先考虑临床检查.
结论:
- 讲师的动机是提供高质量的临床教学的一个比经验更关键的因素.
- 结构要素,特别是患者多样性和临床检查时间,对于BST期间有效的临床技能发展至关重要.
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