促进学生的个人和专业成长:应对内部医学职务期间的错误
Michelle Schmude1, Tanja Adonizio2, Halle B Ellison2
1Department of Medical Education, Geisinger College of Health Sciences, Scranton, PA, USA.
Journal of medical education and curricular development
|March 1, 2024
概括
医学学生改善了他们在医疗错误后管理情绪和反应的舒适性. 然而,他们对完美主义的高自我期望在专业主义课程之后保持不变.
科学领域:
- 医学教育 医学教育
- 医学中的专业精神
- 医疗错误管理 医疗错误管理
背景情况:
- 专业精神在医学教育中至关重要,通常是纵向整合的.
- 学生对医疗错误的反应是专业化课程的关键组成部分.
研究的目的:
- 评估专业化课程对医学学生对医学错误的反应的影响.
- 评估学生在医学错误的在线模块后知识和情绪反应的变化.
主要方法:
- 采用了测试前后测试研究设计.
- 医学学生在他们的内部医学职务期间完成了一个在线模块.
- 匹配的测试前后反应使用威尔科克森签名等级测试进行了分析.
主要成果:
- 学生报告说,在医疗错误后,管理情绪和反应的舒适度增加.
- 模块后,学生表现出更好的前进能力,与患者/家人互动,并从错误中学习.
- 学生对完美主义的自我期望没有显著改变.
结论:
- 专业主义课程增强了医学学生应对和从医学错误中学习的能力.
- 该课程改善了与患者和家属的错误后沟通.
- 解决完美主义问题仍然是医疗专业教育中的一个挑战.
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