"谁看着我们?谁在看着我们?" ":探索患者接受接受他们的咨询以教育目的进行直播的情况
Kelvin Gomez1, Helen L Edwards2, Jane Kirby2
1Leeds Institute of Medical Education, Leeds School of Medicine, University of Leeds, Leeds, United Kingdom.
Medical teacher
|July 18, 2024
概括
现场直播的临床教育对患者来说是可以接受的,对咨询经验没有负面影响. 患者的偏好在观看远程学生方面有所不同,但大多数人对远程与亲自参与无动于衷.
科学领域:
- 医学教育 医学教育
- 数字健康数字健康
- 患者体验 患者体验
背景情况:
- 全球临床安置短缺是一个重大挑战.
- 临床体验的直播为远程学习者提供了潜在的解决方案.
- 患者的接受度对于这种教育方法的可行性至关重要.
研究的目的:
- 评估患者对直播临床经验的接受度.
- 了解患者对远程医学学生参与咨询的看法.
- 评估智能眼镜对患者与临床医生的互动的影响.
主要方法:
- 定性研究涉及11名英国普通诊所的患者.
- 通过专题分析分析的半结构面试.
- 包括使用直播技术和智能眼镜的远程医学生 (每次咨询最多5人).
主要成果:
- 现场直播的临床经验没有对患者咨询经验或退出意愿产生负面影响.
- 临床医生佩戴的智能眼镜没有妨碍患者与临床医生的互动,保持了眼神接触.
- 患者的偏好在屏幕上的学生可见性方面有所不同,这表明与学习目标的潜在冲突.
结论:
- 现场直播的临床教育证明了患者在一般实践环境中的接受度.
- 需要对更大的患者群体和不同的临床背景进行进一步的研究.
- 为了平衡学生的学习需求和患者的偏好,需要仔细考虑.
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