住院团队连续性和职工学生学术表现之间的关联
Jonathan G Sawicki1,2, Karishma Sriram1, Ivy Hansen3
1Department of Pediatrics, University of Utah School of Medicine, Salt Lake City, Utah, USA.
Journal of hospital medicine
|January 20, 2024
概括
增加住院团队的连续性对医学学生的学业表现产生了积极的影响. 更高的团队连续性与更好的教师评级和儿科职员的最终成绩相关.
科学领域:
- 医学教育 医学教育
- 儿科 儿科 儿科
- 健康 专业 教育 卫生 专业 教育
背景情况:
- 医疗教育中的团队连续性对于有效的学习至关重要.
- 了解一致的学生-居民-出席互动的影响对于优化培训至关重要.
研究的目的:
- 调查住院团队连续性和儿科工作人员学生的学业表现之间的联系.
- 量化同日学生,居民和出席工作和学生成果的持续时间之间的关系.
主要方法:
- 对227名儿科医生实习生 (2020-2022) 的回顾性分析.
- 用多个线性回归模型来调整混因子.
- 一向ANOVA比较了住院患者团队连续性的四分位数中的结果.
主要成果:
- 每增加一天的团队连续性都与接受者评级 (0-4级) 的0.04个增加和最终儿科评级 (0-4级) 的0.02个增加有关.
- 在越来越多的团队连续性的四分位数中,观察到教师评级和最终成绩的显著改善.
- 在团队连续性和架子或客观结构化临床检查得分之间没有发现显著的关联.
结论:
- 加强住院团队的连续性与改善的学生教师评估和更高的最终文职成绩有关.
- 这些发现强调了在本科医学教育中教师连续性的重要性.
- 需要进一步的研究来阐明这种关联背后的具体机制.
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