让医学教育再次变得伟大:分析学员反,以确定学员满意度的关键驱动因素,并改善经验
Katheryn Ferin1, Tony Hufflett2, Thomas Rance3
1NHS England, London, UK katheryn.ferin@nhs.net.
Archives of disease in childhood. Education and practice edition
|October 29, 2024
概括
到2020年,儿科实习生的整体满意度有所改善,工作场所的氛围和顾问的支持是关键预测因素. 诸如团队士气等可修改因素显著影响学员体验.
科学领域:
- 医学教育 医学教育
- 儿科培训 儿科培训
- 医疗保健工作人员的满意度 医疗保健工作人员的满意度
背景情况:
- 年度调查评估儿科实习生对实习的满意度.
- 在不同培训场所的满意度水平存在显著差异.
- 了解满意度预测因素对于提高培训质量至关重要.
研究的目的:
- 分析儿科实习生满意度的5年趋势.
- 确定影响学员整体满意度的关键因素.
- 通过培训水平和安置来探索满意度的变化.
主要方法:
- 利用来自伦敦儿科实习生的年度调查数据 (86-90%的响应率).
- 使用时间序列分析来查看满意度趋势和t测试进行比较.
- 应用多重回归和多变量分析来确定满意度预测因素.
主要成果:
- 截至2020年,实习生的整体满意度上升,但实习地点和培训水平有显著的变化.
- 工作场所的氛围和顾问的支持是对工作满意度最强的预测因素 (R2=82%).
- 工作人员水平与满意度的关联比预期的要弱.
结论:
- 顾问的参与度和团队士气是可以修改的因素,与学员满意度密切相关.
- 解决工作场所的氛围和支持是提高学员体验的关键.
- 调查结果强调了对临床培训组件的现实数据的需求.
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