准备好,设定目标:一种混合方法研究,对2个基于能力的老年医学轮换进行目标设定干预
Jillian Alston1, Dov Gandell2, Emilia Kangasjarvi3
1is Assistant Professor, Department of Medicine, Temerty Faculty of Medicine, University of Toronto, and Staff Physician, Division of Geriatric Medicine, Department of Medicine, St. Michael's Hospital, Toronto, Ontario, Canada.
结构化的目标设定在老年医学轮换帮助居民专注于学习和与教师合作. 然而,时间和不可预测的临床等挑战限制了参与,为基于能力的课程提供了洞察力.
科学领域:
- 医学教育 医学教育
- 老年医学 老年医学
- 基于能力的教育 基于能力的教育
背景情况:
- 有限的研究存在于结构化的目标设定对培训员参与基于能力的临床学习的影响.
- 了解居民对目标设定干预措施的经验对于优化教育策略至关重要.
研究的目的:
- 探索居民的经验,以轮换特定的,基于SMART (具体,可衡量,可实现,相关,时间有限) 的目标设定干预.
- 评估干预对老年医学轮流中实习生参与和学习的影响.
主要方法:
- 在老年医学轮换的住院人员的一个方便样本参加了目标设定干预 (填写表格和教师反).
- 在轮换前和后使用了荷兰居留教育气候测试 (D-RECT) 问卷和半结构面试.
- 定性分析采用了持续的比较和反射的主题分析.
主要成果:
- 住院居民的D-RECT得分在老年轮换中明显高于之前的轮换 (p=.002).
- 主题分析显示,目标选择是由结构化形式调解/约束的,教师/患者/系统相互作用影响了目标制定,评估造成了不确定性.
- 时间限制和不可预测的临床试验给参与带来了挑战.
结论:
- 目标设定干预措施促进了居民和教师之间的定向学习和协作过程.
- 在居民参与中发现的挑战可以为未来在基于能力的医学教育课程中制定目标的实施提供信息.
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