使临床教学可见 - - 在本科医学教学中对医院巡回的时间和运动研究
Paddy Kilian1,2, Nagam Alshehabi1, Malek Othman1
1Mohammed Bin Rashid University of Medicine and Health Sciences (MBRU), Dubai, United Arab Emirates.
Frontiers in medicine
|September 5, 2024
概括
临床病房轮次提供有限的教学时间,只有25%分配给教学. 在这些阶段观察到的教学质量往往是被动的和认知能力低的,这表明需要教师培训来改善医学教育.
科学领域:
- 医学教育 医学教育
- 临床教学 临床教学
- 医疗保健专业发展
背景情况:
- 出席医生经常发现,在临床环境中教医学生是很苛刻的.
- 缺乏数据来量化医院病房巡回教学的持续时间和有效性.
研究的目的:
- 评估病房巡回期间为医学学生提供的临床教学时间的数量和质量.
- 分析不同医生和专业的教学时间和教学质量的差异.
主要方法:
- 进行了一项截面,直接,结构化的观察性研究.
- 四名观察员使用了一种经过验证的工具,在三个专业的三家临床设施的早晨巡回期间记录教学时间和质量指标.
- 数据收集的重点是本科医学学生,这些学生是由主治医生教授的.
主要成果:
- 教学占据了整个上午时间的25%,并观察到显著的变化.
- 积极的教学和学习互动很少发生 (分别为19%和17%).
- 高认知互动也很有限 (23%的教师,16%的学生),内部医学显示得分高于儿科和外科.
结论:
- 临床病房巡回提供高度变化的教学时间,通常涉及被动的,低认知互动.
- 需要教师培训来提高教学质量.
- 进一步的研究应该调查改进教学对时间承诺和学生成绩的影响.
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