专业身份和GP培训师作为教育领导者
Sanjiv Ahluwalia1, John Spicer2
1Primary Care and Medical Education, Head of School of Medicine, Anglia Ruskin University, Chelmsford, UK.
概括
英国的全科医生 (GP) 培训成功受到影响全科医生教师准备的劳动力压力威胁. 领导力,专业身份和临床护理改进等关键因素需要进一步研究以保持培训质量.
科学领域:
- 医学教育 医学教育
- 一般实践培训一般实践培训
- 医疗保健劳动力研究 劳动力研究
背景情况:
- 英国的全科医生 (GP) 培训有着成功的历史,这是GP教师的正式认证所支的.
- 劳动力压力目前对已建立的全科医生教师准备和认证系统构成威胁.
- 在塑造未来的初级保健医生方面,全科医生培训师的重要性是显著的.
研究的目的:
- 识别和分析受威胁的GP培训师职能中的关键因素.
- 探索全科医生作为教师和临床医生之间的专业角色的概念化.
- 突出教学实践与改善患者护理之间的联系.
主要方法:
- 对影响GP培训师角色的因素进行定性分析.
- 在GP培训中探索教育理论和实际应用之间的相互作用.
- 识别GP教师职能中分析不足的组成部分.
主要成果:
- 三个关键因素 - - 领导力,专业身份和改善临床护理 - - 被认为是GP培训师角色的关键但未被充分分析的方面.
- 总医生对其作为临床医生和教育工作者的双重角色有着不同的概念,尽管这些技能是可以转移的.
- 参与教学的实践表明改善了患者护理结果.
结论:
- 减少或低对GP培训师角色的准备,可能会破坏GP教育的基本要素.
- 需要进一步研究GP教师的专业身份以及教育理论与实践之间的联系.
- 保持强大的全科医生教师准备对于维持初级保健质量和改善患者治疗结果至关重要.
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