在一个职业培训计划中的综合培训职位的实习生和教育工作者经验的定性评估
1Peninsula Medical School, University of Plymouth, Plymouth, UK.
概括
综合培训站 (ITP) 为全科医生实习生提供了宝贵的临床经验. 然而,角色的明确性和教育工作者与实习生之间的联系需要改进,以获得最佳的教育成果.
科学领域:
- 医学教育 医学教育
- 一般实践培训一般实践培训
- 定性研究是指质量研究.
背景情况:
- 综合培训站 (ITP) 在英格兰西南部得到了更多的实施.
- 现有的ITP评估已经过时,并没有反映当前的通用实践培训环境.
- 该地区有越来越多的全科医生实习生,包括国际医学毕业生 (IMG) 和不到全职的实习生.
研究的目的:
- 探索一般实践实习生和教育工作者对综合培训站 (ITP) 的看法和经验.
- 了解ITP在当前培训环境中的所感知的好处和挑战.
主要方法:
- 定性研究采用半结构化采访,对6名实习生和2名教育工作者进行调查.
- 采访的文字转录,然后进行主题分析.
- 确定与角色期望,相关性和教育挑战相关的关键主题.
主要成果:
- 实习生普遍重视ITP提供的额外的临床经验和"组合"工作机会.
- 实习生和教育工作者对ITP的主要功能 (服务与观察) 的期望存在显著差异.
- 多个站点的ITP给教育工作者与实习生联系和识别遇到困难的实习生带来了挑战.
结论:
- 需要澄清ITP中实习生和教育工作者的定义角色.
- 进一步的研究应该调查ITP选择对全科医生保留的影响.
- 对于不同的实习生群体,包括非全日制实习生和IMG,ITP的好处需要进一步探索.
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