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"你可以帮我考虑一下吗?" 儿科医院医生如何从非正式的同行咨询中学习
Laura B O'Neill1, Priti Bhansali1, Ellen Goldman2
1Children's National Hospital, Division of Hospital Medicine, The George Washington University School of Medicine and Health Sciences, Washington, District of Columbia, USA.
儿童医院医生通过非正式的同行咨询 (IPC) 学习,通过引出观点,大声思考和经历验证. 这个过程有助于管理患者和学员的不确定性.
科学领域:
- 医学教育 医学教育
- 定性研究是指质量研究.
- 儿科医院医药 儿科医院医药
背景情况:
- 非正式的同行咨询 (IPC),或路边咨询,是一种常见的医疗实践.
- 在IPC内部的学习机制仍未得到充分研究.
- 了解IPC学习对于医生发展至关重要.
研究的目的:
- 描述儿科医院医生在非正式的同行咨询中如何学习.
- 用Kolb的体验式学习理论来框架学习过程.
- 确定IPC对医疗专业人员的关键主题和影响.
主要方法:
- 采用了基本的定性研究设计.
- 与11名儿科医院医生进行了半结构化采访.
- 无识别转录的诱导编码确定了关键的学习主题.
主要成果:
- 感知不确定性是寻求IPC的主要触发因素.
- 关键的学习主题包括"唤起观点"",一起大声思考"和"体验验证".
- IPC被评估为与患者和实习生模拟不确定性管理.
结论:
- 非正式的同行咨询为儿童医院医生提供了体验式学习.
- 识别的学习主题为有效的IPC实践提供了洞察力.
- 调查结果可以为专业发展提供信息,以提高IPC质量和影响.
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