我们有了一个新的 - - 探索居民与同伴的新入学互动,以及增强动机的机会
David Mahoney1, Sara Pavitt2, Rebecca Blankenburg3
1Department of Pediatrics (D Mahoney), Stanford University School of Medicine, Palo Alto, Calif.
Academic pediatrics
|January 12, 2024
概括
在儿科住院医生和研究员之间建立信任和教育买入是新入院期间培训员动机的关键. 可修改的行为可以提高参与度和改善患者护理质量.
科学领域:
- 医学教育 医学教育
- 儿科住院培训培训 儿科住院培训
- 专业间合作 专业间合作
背景情况:
- 儿科新入学互动涉及住院生和研究员.
- 了解学员的动机对于有效的协作至关重要.
- 现有的文献缺乏专注于特定的交互动态.
研究的目的:
- 描述儿科住院生和研究员之间新入院互动的阶段.
- 探索实习生对激励/消极因素的看法.
- 确定促进最佳新入学互动的行为.
主要方法:
- 经过修改,以实验和自决理论为基础的理论方法.
- 进行了6个重点小组和旅程映射.
- 三角质定性数据与调查和旅程映射.
主要成果:
- 实习生间的信任和教育买入对于居民和同学的激励至关重要.
- 居民需要自主,能力和相关性,以获得信任和参与.
- 奖学员需要患者安全保证和在居民开发中的自我有效性.
结论:
- 实习生的动机和参与受到谨慎,可修改的行为的影响.
- 积极的互动可以提高患者护理的质量.
- 培养信任和买入可以改善教育体验.
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