教医学生多病症的方法
Kristy Penner1, Sonja Wicklum2, Aaron Johnston3
1Crowsnest Medical Clinic, Blairmore, Alberta, Canada.
The clinical teacher
|August 7, 2024
概括
一个新的启发式改进了最后一年的医学学生对管理多种疾病患者的信心. 这项培训适用于各种临床环境,突出了早期融入医学教育的必要性.
科学领域:
- 医学教育 医学教育
- 临床技能 临床技能
- 患者管理 患者管理
背景情况:
- 多种疾病在医疗保健中构成了越来越大的挑战.
- 当前的医学教育经常使用单一疾病的方法,使学生没有为复杂的患者需求做好准备.
- 有效管理多种疾病的患者需要专门的技能.
研究的目的:
- 设计,教学和评估一种用于管理医学生最后一年多病症的启发式方法.
- 提高学生在临床实践中的信心和能力.
主要方法:
- 在家庭医学职工期间,使用翻转课堂模型进行了为期1小时的在线研讨会.
- 学生参与了播客,随后进行了小组讨论.
主要成果:
- 在干预后,对管理多病症的信心显著增加 (36%至74.5%).
- "收集,集群和协调"启发式被32名学生在家庭医学之外的各种轮换中应用.
- 学生们报告说,启发式是相关的跨学科,如儿科,产科和急诊医学.
结论:
- 针对多重疾病管理的本科医学教育提高了学习者的信心.
- 启发式证明适用于不同的临床环境,证明其广泛的实用性.
- 学生建议提前引入多病症培训,以便更好地做好临床准备.
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