探索基于系统的实践的临床医生观点:医生培训挑战
Ami L DeWaters1, Somalee Banerjee2, James Bruce3
1Penn State College of Medicine, Hershey, Pennsylvania, USA.
The clinical teacher
|November 6, 2024
概括
基于系统的实践 (SBP) 是医学教育中至关重要但实施不足的能力. 医疗保健专业人士认为,SBP学习需要有意地融入临床学习环境,专注于微系统层面和多学科合作.
科学领域:
- 医学教育 医学教育
- 卫生系统科学 卫生系统科学
- 医疗保健专业发展
背景情况:
- 20多年来,基于系统的实践 (SBP) 已经成为美国医学研究生教育的必备能力.
- 尽管SBP已经存在很长一段时间,但它的实施仍然很差,定义也很宽松.
- 本研究探讨了医疗保健专业人员对SBP知识,信仰以及影响其在临床学习环境 (CLE) 中学习和应用的因素的观点.
研究的目的:
- 描述医疗保健专业人员对基于系统的实践 (SBP) 的知识和信念.
- 在临床学习环境 (CLE) 中识别促进或阻碍SBP的运行和学习的因素.
- 为改善在医学研究生教育中SBP实施的战略提供信息.
主要方法:
- 在四个卫生系统中,与42名医疗保健专业人员进行了半结构化采访.
- 参与者包括从事医学研究生教育的医生和跨专业临床医生.
- 用一种社会构造主义,代码书主题分析方法来分析采访成绩单.
主要成果:
- 定义SBP具有挑战性,但在微系统层面可以直观地理解.
- SBP与健康系统科学框架保持一致.
- 有意地整合SBP培训 (例如,实习) 和多学科环境对于学习至关重要;工作负载压缩是障碍.
结论:
- 目前的临床学习环境 (CLE) 不优先考虑基于系统的实践 (SBP).
- 研究生医学教育课程应将SBP内容集中在微系统层面.
- 建议将SBP整合到入学,临床环境和轮换中,以获得有效的住院培训.
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