医学学生对过度诊断的认识以及预防过度诊断的含义
Lucinda Colbert1, Iman Hegazi2, Kath Peters3
1Hervey Bay Hospital, Wide Bay Hospital and Health Service, Hervey Bay, QLD, Australia.
BMC medical education
|March 8, 2024
概括
医学学生通过个人经验,课程和临床环境了解过度诊断. 这种知识对于改善医学教育和培训未来医生至关重要.
科学领域:
- 医学教育 医学教育
- 诊断学习的学习方法
- 医疗保健的质量 医疗保健的质量
背景情况:
- 过度诊断在医疗保健系统中构成了重大且不断升级的挑战.
- 目前对医学教育如何解决过度诊断的理解有限.
- 探索医学学生的观点对于提高诊断培训至关重要.
研究的目的:
- 调查医学学生与诊断学习的经验.
- 为了确定医学学生如何感知和理解过度诊断.
- 为改善医疗课程的诊断实践提供信息.
主要方法:
- 在西悉尼大学对12名医学学生 (3至5年级) 进行了半结构面试.
- 利用感应性主题分析来解释采访中的定性数据.
- 探索学生的教育经验,包括临床实习和课程曝光.
主要成果:
- 确定了四个关键主题:对诊断学习的承诺,护理的不确定性和情感方面,高/低价值护理环境中的过度诊断以及错过的学习机会.
- 医学学生通过个人因素,课程和临床培训环境的结合来发展对过度诊断的直观理解.
- 学生们认识到在教育期间错过了学习过度诊断的机会.
结论:
- 医学学生对过度诊断的理解是由个人,教育和环境因素的复杂相互作用所塑造的.
- 研究结果强调,需要将过度诊断教育明确纳入医学院课程.
- 改善课程可以更好地为未来的医生提供导航诊断复杂性的设备,并减少不必要的医疗干预.
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