教导医疗住院人员的脆弱性:老年病学学院的需要评估
M Cheslock1, A Nahas, A R Orkaby
1Megan Cheslock, MD, 200 Spring Road, MC 182 B2, Bedford, MA 01730, Megan.Cheslock@va.gov (781) 809-5630.
The Journal of frailty & aging
|April 15, 2024
概括
教师对脆弱性教育的看法显示,在定义和识别疾病方面存在显著的多样性. 需要达成共识,如何最好地向居民教授脆弱性,以满足核心医疗能力.
科学领域:
- 老年医学 老年医学
- 医疗教育 医学教育
- 患者护理 患者护理
背景情况:
- 脆弱知识对于认证研究生医学教育委员会 (ACGME) 核心能力至关重要.
- 英国通用医疗委员会要求医疗教育课程中的脆弱性.
- 了解脆弱性对于老年人以患者为中心的决策至关重要.
研究的目的:
- 为了捕捉教师对定义和识别脆弱的看法.
- 确定最优的内容和深度,以教导居民的脆弱性.
主要方法:
- 为教职员工制定了一个四项调查问卷.
- 教师可以通过电子调查或半结构面试来回应.
- 来自6个学术医疗中心的24名经过奖学金培训的老年医生参加了这次活动.
主要成果:
- 达到了80%的响应率 (24/30邀请).
- 回答表明,关于脆弱性定义和识别的意见存在显著的多样性.
- 关于如何教导脆弱概念的不同观点也被注意到.
结论:
- 教师之间缺乏关于脆弱性定义和教育的共识.
- 随着脆弱性融入临床实践的增加,迫切需要就教学问题达成共识.
- 在居民培训中,需要对脆弱性教育采取标准化的方法.
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