通过客观结构化考试,提高儿科研究员的反能力和信心
Jennifer C Yu1, Kyung E Rhee1, Zephyr D Dworsky2
1is Faculty, Department of Pediatrics, Rady Children's Hospital San Diego, University of California San Diego, San Diego, California, USA.
Journal of graduate medical education
|February 2, 2024
概括
医学研究员通过基于模拟的培训和个性化的反来提高他们的反技能和信心,三个月后观察到持续的改善.
科学领域:
- 医学教育 医学教育
- 沟通技巧培训 培训 沟通技巧培训
- 医疗保健模拟器 医疗保健模拟器
背景情况:
- 有效的反是医疗学员的关键沟通技巧.
- 现有的培训和评估反技能的模型有限.
- 儿科研究员需要结构化的方法来增强他们的反交付.
研究的目的:
- 开发和评估一个观察结构反检查 (OSFE).
- 为儿科研究员提供反培训.
- 评估研究员反能力和自我报告的信心的变化.
主要方法:
- 开发一个具有标准化场景和接收者的OSFE.
- 基线和干预后的技能和信心评估.
- 奖学员接受了基于模拟的反培训和个性化指导.
- 在培训后立即重新评估技能和信心,并在3个月的随访后重新评估技能和信心.
主要成果:
- 所有参与的研究员在培训后在OSFE上表现有所改善 (平均变化+0.89).
- 在3个月的随访期内,技能改善持续 (平均变化+0.92).
- 奖学员报告了对反知识的信心显著增加 (平均变化 +2.07 后, +1.67 在 3 个月).
结论:
- 结合模拟和个性化指导的反培训有效地提高了研究员的技能.
- OSFE是评估和提高反能力的有效工具.
- 该培训计划导致了对表现,信心和技能保留的适度改善.
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