评估一门针对GP专业学员的教学课程的影响
1Division of Medical Education, School of Medical Sciences, University of Manchester, Manchester, UK.
一般实践专业实习生 (GPSTs) 教学技能课程提高了信心,但没有克服竞争的需求. 需要进一步的支持来加强GPST.
科学领域:
- 医学教育 医学教育
- 一般实践培训一般实践培训
- 教学教育学 在教学上
背景情况:
- 接近同行教学为临床实习生和学生提供了互惠的优势.
- 与医院实习生相比,通用实践专业实习生 (GPSTs) 在社区教学中的参与度有限,往往缺乏正式的教学培训.
- 现有的近同行教学文献主要以医院为基础,重点关注短期结果,在理解基于社区的设置方面存在差距.
研究的目的:
- 评估教学技能课程对最后一年GPSTs的直接和长期影响.
- 解决关于社区基础的一般实践环境中近同行教学的研究差距.
- 探索GPST如何在苛刻的培训时间表中将教学培训纳入他们的实践.
主要方法:
- 一个教学技能课程被设计并交付到最后一年的GPSTs跨地方计划.
- 课前和课后的问卷评估了两年内对教学角色的信心,舒适度和理解的变化.
- 课程结束4-6个月后进行的个人访谈探索了学到的教学技能的实际应用.
主要成果:
- GPST报告说,他们在最后一年的教学活动减少了.
- 课程后的评估显示,立即教学信心和知识的增加.
- 长期采访表明,培训计划的竞争性需求降低了最初的热情,学员们担心自己的学习和缺乏教练支持.
结论:
- 仅仅是教学技能课程不足以增强GPST的教学作用.
- 需要多层次的干预措施,以有效地促进GPST作为近同行教师.
- 进一步的研究应侧重于系统方法,以支持GPST在教学角色中实现相互利益.
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