什么/为什么/什么时候/在哪里/如何框架和教师发展研讨会,以提高叙述评估的实用性,以评估内科医生住院医生
Dheepa R Sekar1, Kristen Ann Ehrenberger2, Allie Dakroub2
1Assistant Professor, Division of General Internal Medicine and Geriatrics, Department of Medicine, Emory University School of Medicine.
概括
一个教师发展研讨会改进了内部医学住院人员的叙事评估,增强了对临床能力委员会 (CCC) 的实用性. 这次培训提高了教师的信心和居民评估质量.
科学领域:
- 医学教育 医学教育
- 内部医学培训培训 内部医学培训
背景情况:
- 临床能力委员会 (CCC) 使用叙事评估来评估住院人员的表现.
- 目前的叙事评估往往缺乏足够的细节,这阻碍了它们对CCC的有用性.
- 以前的努力集中在评论特异性和居民使用上,而不是CCC公用事业.
研究的目的:
- 评估教师发展研讨会对CCCs叙事评估的实用性的影响.
- 提高教师的能力,为内部医学居民撰写详细和可操作的叙事评估.
主要方法:
- 使用"什么/为什么/何时/何处/如何"框架创建了一个为期1小时的教师发展研讨会.
- 研讨会侧重于有用评估的关键特征:优势,增长,背景,进展和下一步.
- 教师的信心和书面评估技巧在研讨会前,之后和3个月后被测量.
主要成果:
- 研讨会后,参与者对书面评估的信心显著提高.
- 叙事评估的整体实用性得分在模拟 (12.4至15.5) 和真实 (13.7至15.0) 设置中都有所改善.
- 一些子组件得分显示有所改善,尽管与模拟评价相比,实际评价的数量较少.
结论:
- 一个简洁的教师培养研讨会有效地提高了内科医生叙事评估的信心和实用性.
- "什么/为什么/什么时候/在哪里/如何"框架在改善教师对实习生的评估方面显示出希望.
- 未来的工作应该集中在高级组件上,以进一步加强学员绩效评估.
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