关注差距:在职前/职职过渡期间,朝着一个共享的临床推理词汇
Robin K Ovitsh1, Shanu Gupta2, Anita Kusnoor3
1Department of Pediatrics, Downstate Health Sciences University College of Medicine, Brooklyn, NY, USA.
Medical education online
|February 6, 2024
概括
医学教育工作者在课程过渡期间在教学临床推理方面面临挑战. 一项研究发现,虽然预职员工和职员领导都将时间视为障碍,但对学生准备和教师技能的不同看法凸显了需要改善理解和教师发展的需要.
科学领域:
- 医学教育 医学教育
- 临床推理指令 临床推理指令
- 课程开发 课程开发
背景情况:
- 有效的临床推理 (CR) 指导在医学教育中至关重要,但教师领导缺乏指导,以便在预职和职工阶段之间无过渡.
- 了解不同课程阶段的教育领导者如何看待CR教学对于课程调整和学生进步至关重要.
研究的目的:
- 为了比较前职员和职员教育领导者对临床推理指导的理解.
- 确定CR概念的感知重要性,教学障碍,课程熟悉性和CR在本科医学阶段的整合.
主要方法:
- 进行了对前职员临床技能课程主任和职员领导的交叉调查.
- 使用曼·惠特尼U测试的统计分析被用来比较关于CR指令的感知.
主要成果:
- 两组领导者都认为缺乏课程时间是教学临床推理的主要障碍.
- 职工领导人指出,教师缺乏CR教学专业知识是一个重要的障碍,而职工领导人更有可能认为CR概念对学生来说太先进了.
- 职工预习领导人报告说,他们对职工课程的熟悉程度更高,而不是相反.
结论:
- 为了有效的纵向教学,需要对CR内容和课程阶段的时间进行共享理解.
- 教师发展计划对于支持教育工作者在学生过渡期间有效地教授临床推理至关重要.
- 解决预职员工和职员领导人之间的不同看法可以增强基于里程碑的临床推理教育.
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