如何成为临床教学团队的好职员:范围审查
Lively Jordan1, Gasim Majid1, Liu Qingfan1
1Department of Medicine, Schulich School of Medicine and Dentistry, Western University, Ontario, Canada.
Canadian medical education journal
|June 3, 2024
概括
医务员通过沟通,责任和自我效能融入团队. 了解他们作为患者倡导者的角色需要进一步的研究,以改善基于能力的教育中的团队功能.
科学领域:
- 医学教育 医学教育
- 医疗保健团队动态 医疗保健团队动态
- 基于能力的教育教育.
背景情况:
- 医疗机构越来越多地采用基于能力的教育 (CBE).
- 了解合格的医疗保健团队的功能至关重要.
- 有限的研究存在于医务员的整合和临床教学团队的贡献.
研究的目的:
- 确定医务员如何成功地融入并为临床教学团队做出贡献.
- 探索医务员在团队环境中使用的能力.
主要方法:
- 进行了对文献的范围审查.
- 使用Ovid MEDLINE数据库进行了搜索.
- 数据提取和主题分析遵循Arksey和O'Malley (2005) 的方法.
主要成果:
- 从1368篇最初的论文中,包括了12项研究.
- 七个主要主题出现了:沟通,责任/自治,谦卑,团队身份,自我效能,报告和患者倡导.
- 关键的发现包括文件的重要性,专业身份,关系,以及职员作为患者倡导者的不足探索的角色.
结论:
- 职员的整合依赖于沟通,责任和自我效能.
- 报告显著影响医疗保健团队内部的信任.
- 事务员作为患者倡导者的作用尚未得到充分理解,需要进一步调查.
- 需要更多的研究来指导职员能力在基于能力的教育中的团队整合.
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