开发一个评分表,评估医学学生的病理学解释,病理学报告
Felisha M Davis1, Jonathan Bowling2, Ashish T Khanchandani2
1From the Departments of Pathology & Laboratory Medicine (Davis, Chen, Vora, Zhou) and Pediatrics (Tumin) and the Division of Hematology-Oncology in the Department of Internal Medicine (Badami), Brody School of Medicine, East Carolina University, Greenville, North Carolina.
Archives of pathology & laboratory medicine
|May 9, 2024
概括
医生需要接受培训,以便与患者讨论病理学报告. 一个新的标题显示了评估医学学生的沟通技能的希望,特别是恶性发现,突出了当前医学教育的差距.
科学领域:
- 医学教育 医学教育
- 病理学传播传播的方法
- 医生培训 医生培训 医生培训
背景情况:
- 患者立即获取病理学报告需要医生讨论发现.
- 目前缺乏有效的措施来评估这份报告.
研究的目的:
- 试行一个评分标题来评估医学学生对标准化患者的病理学报告的沟通.
- 在模拟的患者接触环境中评估新型标签的可行性和可靠性.
主要方法:
- 基于既定的医学教育能力和里程碑的代类别开发.
- 三年级和四年级的医学学生接受了培训,并参加了与良性和恶性病理学报告的模拟遭遇.
- 两位病理学家通过视频记录和评分,以确定分类器之间的可靠性.
主要成果:
- 学生们承认,病理学报告在他们的课程中缺乏沟通培训.
- 对恶性报告 (ICC=0.65) 观察到高互评分器一致性,但对良性报告 (ICC=0) 没有.
- 大多数恶性病报告的项目显示出良好的协议,除了讨论磁带摘要,报告目的和不确定性的例外.
结论:
- 一个结构化的标签可以切实地评估病理学报告向患者的沟通.
- 这些发现支持本科医学课程的可扩展培训模型,以改善医生和患者对病理学报告的理解.
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