在直接护理教学服务上优化学习者:在26个地点对医院临床医生的定性研究
Catherine Callister1, Gopi Astik2, R Matthew Atkins3
1Division of Hospital Medicine, University of Colorado School of Medicine, Aurora, Colorado, USA.
医院医生更喜欢传统的教学服务,因为直接护理教学服务的工作负载挑战. 像调整工作负载这样的调整可以提高直接护理教学的可持续性和教育价值.
科学领域:
- 医学教育 医学教育
- 医院 医院 医疗 医疗 医疗 医疗
- 临床操作 临床操作
背景情况:
- 学术医学中心面临的临床增长超越了传统的教学模式.
- 直接护理教学服务的学习者可以因为临床需求而挑战临床医生.
研究的目的:
- 描述医院医师与直接护理教学服务的经验.
- 确定直接护理教学模式的挑战和潜在改进.
主要方法:
- 嵌入式混合方法研究使用16个问题调查和半结构化的虚拟焦点组.
- 用快速定性方法进行主题分析.
- 参与者包括来自26个医院系统的38名医院临床医生.
主要成果:
- 大多数医院医生 (82%) 喜欢传统的教学服务而不是直接的护理教学服务.
- 确定了关键主题:时间/工作负载不匹配,需要调整 (例如,调整工作负载),以及直接个性化教学的感知价值.
- 参与者指出,直接照顾教学服务提供了宝贵的教学机会.
结论:
- 直接护理教学服务带来了与临床工作量和教育时间相关的挑战.
- 应对这些挑战对于提高直接护理教学服务的可持续性至关重要.
- 尽管面临挑战,直接护理教学为个性化医疗教育提供了独特的好处.
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