基于工作场所的学习计划对职工学生对基于证据的医学实践行为的行为和态度的影响
Hajime Kasai1,2,3, Go Saito3, Kenichiro Takeda2,3
1Department of Medical Education, Graduate School of Medicine, Chiba University, Chiba, Japan.
Medical education online
|May 24, 2024
概括
在临床职务期间,基于证据的医学 (EBM) 的基于工作场所的学习计划得到了医学学生的好评. 虽然它在短期内改善了EBM技能,但持续的行为变化需要在各部门进行反复培训.
科学领域:
- 医学教育 医学教育
- 基于证据的医学基于证据的医学.
- 临床工作人员实习.
背景情况:
- 临床职员 (CC) 为医学学生提供了实践基于证据的医学 (EBM) 的机会.
- 在CC期间EBM培训对学生行为的长期影响仍然不够理解.
- 评估基于工作场所的EBM学习计划的有效性对于医学教育至关重要.
研究的目的:
- 评估在CC期间基于工作场所的EBM学习计划 (WB-EBM) 对医学学生的影响.
- 评估该计划对学生的态度,行为和EBM技能自我评估的影响.
- 确定由WB-EBM计划引发的EBM实践变化的长期可持续性.
主要方法:
- 在CC期间,为109名四年级和五年级医学学生实施了基于工作场所的EBM学习计划 (WB-EBM).
- 调查问卷评估了学生的满意度以及该计划对EBM态度和实践的影响.
- 通过比较六个月内参与的学生和六个多月后参与的学生,与对照组进行长期影响分析.
主要成果:
- 该WB-EBM计划获得了参与医学学生的高满意度评分.
- 与对照人群相比,WB-EBM课程的学生在六个月内增加了问题制定和文章阅读的频率.
- 问题制定能力的自我评估在六个月内在WB-EBM组显著更高;然而,在六个月以后,EBM习惯中没有显著的长期差异.
结论:
- 该WB-EBM程序是可接受和激励医学学生,增强批判性思维和EBM问题制定.
- 在EBM习惯和自我评估方面注意到了短期的改善,但这些影响可能不会持续超过六个月.
- 为了在EBM实践中实现持久的行为变化,建议在整个CC的各个部门重复实施WB-EBM计划.
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