描述和评估组合儿科和医学遗传学和基因组学住院计划的结构
Annie D Niehaus1, David A Stevenson1
1Division of Medical Genetics, Department of Pediatrics, Stanford School of Medicine, California, USA.
American journal of medical genetics. Part A
|November 14, 2024
概括
儿科-医学遗传学和基因组学 (MGG) 住院课程缺乏明确的培训结构和逻辑. 连续的培训是为了保持连续性,但对理想的结构和关键儿科轮换的共识仍然有限.
科学领域:
- 医学教育 医学教育
- 遗传学培训 遗传学培训
- 儿科住院医生 儿科住院医生
背景情况:
- 在联合儿科-医学遗传学和基因组学 (MGG) 住院计划中对最佳培训结构的理解有限.
- 需要评估不同MGG住院培训配置的优缺点.
研究的目的:
- 调查联合儿科-MGG计划的项目主任 (PD) 和副PD.
- 评估各种培训结构的感知益处以及儿科轮流在联合培训中的重要性.
主要方法:
- 对联合儿科-MGG住院计划的项目主任和副主任的调查.
- 评估不同培训结构的感知效益.
- 根据联合培训的重要性对儿科轮换的排名.
主要成果:
- 培训结构的显著差异,住院人员在儿科和MGG之间转换了4到9倍以上.
- 大多数PDs倾向于连续培训 (2年儿科,然后MGG) 患者护理连续性和研究.
- 确定了顶级儿科轮换:新生儿重症监护,发育行为儿科,新生儿期,儿科重症监护,神经学和住院儿科病房.
结论:
- 对于联合儿科-MGG课程的理想培训结构,没有广泛的共识.
- 特定的儿科轮换是高度重视的,可以为未来的课程开发提供信息.
- 培训结构可能会影响特定的培训目标,但最佳配置需要进一步调查.
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