医学助理研究计划士课程中放射学教育的课程审查
Rachel Herzog1,2,3, Terry Li1,2,3, Alexa Hryniuk1,2,3
1Rachel Herzog, BHSc, is an undergraduate student, research assistant, Department of Human Anatomy and Cell Science, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, Manitoba.
概括
医生助理 (PA) 学生接受有限的放射学教育,大多数培训专注于X射线解释. 建议通过更多的诊断成像,特别是超声波来增强PA程序,以获得完整的实践范围.
科学领域:
- 医学教育 医学教育
- 放射学 放射学是一门学科.
- 医生助理研究 医生助理研究
背景情况:
- 医生助理 (PA) 需要诊断成像能力,以适应他们的实践范围.
- 当前的放射学课程对于PA学生缺乏标准化的教育期望,导致变化.
- 这种变化可能会阻碍PA充分利用其临床技能的能力.
研究的目的:
- 在医生助理研究士 (MPAS) 课程中映射放射学课程.
- 确定和量化在毕业前向PA学生提供放射学教育培训的程度.
主要方法:
- "2021-2022年MPAS计划的定量课程映射. 在2021-2022年MPAS计划的定量课程映射.
- 确定与放射学相关的课程/课程目标.
- 对诊断成像内容的教育材料的审查.
主要成果:
- 正式的放射学教育存在于8/27的临床前课程中,占目标的4.35%和课程时间的1.71% (18.9小时).
- 非正式接触使放射学教育总量增加到29.5小时 (时间的2.67%).
- 强调了X射线的排序/解释;超声波得到的关注很少. 一个专门的课程包括50%的放射学教学.
结论:
- 护理人员计划应该增加正式的放射学教育.
- 需要特别关注点的护理超声波 (POCUS) 培训.
- 改善诊断成像解释技能的整合对于PA实践至关重要.
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