可以做什么来缓解过渡成为一个新的儿科注册医生?
Sarah A Long1, Shouja M A Alam2,3, Lynne A Allery4
1The Noah's Ark Children's Hospital for Wales, Cardiff, UK. Sarah.long4@wales.nhs.uk.
BMC medical education
|November 2, 2024
概括
这项研究探讨了儿科注册人员在过渡期的经验,确定了临床和领导能力的关键学习需求. 为实习生,老年人和教育工作者提供建议,以改善过渡过程.
科学领域:
- 医学教育 医学教育
- 儿科培训 儿科培训
- 定性研究是指质量研究.
背景情况:
- 关于新儿科注册医生过渡期的研究有限.
- 这一关键阶段的学习需求和有效的教育干预措施尚不清楚.
研究的目的:
- 检查过渡儿科学员的经验.
- 识别学习需求并推导感知到的教育干预措施,以缓解过渡过程.
主要方法:
- 使用与儿科专业实习生 (ST3和ST4) 进行半结构面试的定性研究.
- 关键事件技术 (CIT) 用于收集积极和消极的过渡经验.
- 对转录的采访进行主题分析,以确定学习需求和干预措施.
主要成果:
- 确定了临床技能 (例如,儿童保护,紧急情况,新生儿护理) 和领导/管理技能 (例如,决策,领导团队,工作量管理) 的学习需求.
- 确定了六个关键的教育干预措施,这些干预措施被认为有助于缓解过渡,包括高级反,支持和熟悉.
- 采访了6名儿科实习生,获得了18个学习需求代码和32个干预主题.
结论:
- 该研究确定了儿科注册人员在临床和领导/管理技能方面的关键学习需求.
- 提出了基于证据的建议,涉及学员,老年人,教育工作者,护理人员和轮班协调员,以增强过渡经验.
- 为未来研究改善儿科注册医师培训和转换提供基础.
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