整合一个自我指导的超声波课程,用于内部医学职员实习
Emily Signor1, John Gerstenberger1, Jennifer Cotton2
1Department of Internal Medicine, University of Utah School of Medicine, 30 N Mario Cappechi Dr., Salt Lake City, United States.
The ultrasound journal
|March 5, 2024
概括
一个自我指导的超声波课程有效地教医学生图像获取和临床决策技能. 这种方法保留了技能,提高了教师参与度最小的学习.
科学领域:
- 医学教育 医学教育
- 护理中心超声波检查
- 临床技能培训 临床技能培训
背景情况:
- 将超声波整合到本科医学教育中受到教师支持需求的阻碍.
- 在没有临床整合的情况下,超声波技能可能会下降,需要有效的课程.
- 需要一种自我指导的方法来保持在临床前年获得的技能.
研究的目的:
- 为本科医学学生创建一个自我指导的超声波课程.
- 评估学生获取超声波图像并将其用于临床决策的能力.
- 开发一个节省时间的课程,需要最小的教师支持.
主要方法:
- 三年级医学学生参加了他们的内科医生实习.
- 一个自主导的课程使用在线模块和便携式超声波探针 (蝶iQ+).
- 评估包括图像获取,临床决策写作和多选题测试.
主要成果:
- 110名学生表现出足够的图像获取和测试表现 (78%).
- 所有学生都通过了临床决策写作组件.
- 学生报告说,他们改善了临床推理 (72%),病理生理学学习 (69%) 和患者护理 (55%).
结论:
- 自主学习使学生能够在没有直接教师指导的情况下掌握超声波图像采集和解释.
- 该课程增强了学生对病理生理学和临床推理的理解.
- 这种模式比传统方法需要的教师时间少,因此适用于支持有限的机构.
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