在PaedCompenda中对监督和反的感知,这是基于能力的儿科研究生课程 (www.paedcompenda.de)
Irene Somm1, Marco Hajart1, Folkert Fehr2
1Netzwerk Handlungsforschung und Praxisberatung, Cologne, Germany.
GMS journal for medical education
|December 23, 2024
概括
医生学员最初怀疑PaedCompenda课程中的监督和反. 然而,出现了积极的看法,突出了建设性的反.
科学领域:
- 医学教育 医学教育
- 儿科住院培训培训 儿科住院培训
- 基于能力的教育 基于能力的教育
背景情况:
- 关于监督和反作为研究生普通门诊儿科的教学方法,最初存在保留.
- PaedCompenda课程旨在将监督和反纳入其基于能力的研究生课程.
- 了解医生学员对这些新方法的看法对于成功实施至关重要.
研究的目的:
- 调查和阐明接受专业培训的医生学员的不同看法.
- 评估监督和反对PaedCompenda课程学习环境的影响.
- 确定影响这些教学方法接受和有效性的因素.
主要方法:
- 一项为期三年的实施研究 (2019-2023年) 涉及一般门诊儿科的医生学员.
- 数据收集包括焦点小组讨论 (N=28),面试 (N=28),以及患者咨询 (N=23) 和反会议 (N=7) 的视频录制.
- 在数据评估中采用了重建基准理论.
主要成果:
- 在PaedCompenda课程中接受培训的医生对监督和反效益的看法明显更为积极.
- 教育环境作为学习机会的体验能力对于积极的接待至关重要.
- 解决功能障碍的日常工作,缺乏信心和被忽视的问题的建设性反发挥了核心作用.
结论:
- 制度化的监督和反在基于能力的研究生课程中提供了重要的机会.
- 实施面临挑战,需要为作为培训员的医疗专家提供专门的培训.
- 有效的培训方法对于通过监督和反来促进学习至关重要.
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