在医学教育中为智力和发育残疾人提供护理
Isis Olivia Lunsky1, Gilmar Gutierrez1, Olivier Rabu1
1Isis Olivia Lunsky, Queen's University School of Medicine, Kingston, ON, Canada; Gilmar Gutierrez, Kingston Health Sciences Center, Kingston, ON, Canada; Olivier Rabu, Michael G. DeGroote School of Medicine, Hamilton, ON, Canada; Meg Gemmill and Debra Hamer, Kingston Health Sciences Center, Kingston, ON, Canada.
American journal on intellectual and developmental disabilities
|October 28, 2024
概括
这项试点研究使用虚拟的客观结构化临床检查 (OSCE) 与智力和发育障碍 (IDD) 的人员来培训医学学生. 参与者在照顾IDD患者方面表现出更高的自我认知能力.
科学领域:
- 医学教育 医学教育
- 关于残疾人的研究.
- 临床能力培训 临床能力培训
背景情况:
- 医疗专业人员往往缺乏对智力和发育障碍 (IDD) 护理的适当培训.
- 这种差距影响了IDD患者的医疗保健质量.
- 需要创新的培训方法来解决这一教育缺口.
研究的目的:
- 评估一个虚拟的目标结构化临床检查 (OSCE) 作为培训工具.
- 提高医学生在照顾IDD患者时的能力和舒适度.
- 解决IDD医疗培训报告中的不足问题.
主要方法:
- 一项试点研究涉及25名一年级和二年级医学学生.
- 实施一个虚拟的欧安组织,利用IDD患者作为患者教育者.
- 使用Prediger能力尺度进行定量分析,通过半结构面试进行定性分析.
主要成果:
- 欧安组织参与者报告了自我认知能力的统计学上显著增加 (p < 0.05).
- 定性主题揭示了临床技能的改进,实践方面的考虑,以及观点和偏见的转变.
- 虚拟的欧安组织有效地增强了参与者的信心和感知到照顾IDD患者的能力.
结论:
- 虚拟的欧安组织是提高IDD护理临床能力的可行方法.
- 这种培训方法可以提高医学生在与IDD人群工作时的舒适度和技能.
- 解决培训缺口对于IDD患者的公平有效医疗保健至关重要.
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