在本科医学教育中,学生与专业间的态度有关
Jaime A Foushee1, Kirstie M Everhart2, Alexis M Stoner2
1Edward Via College of Osteopathic Medicine Carolinas Campus, 350 Howard St, Spartanburg, SC, 29303, USA. jfoushee@carolinas.vcom.edu.
BMC medical education
|January 3, 2025
概括
跨专业教育 (IPE) 并没有显著改变骨科医生医学学生的态度. 在整个培训过程中,态度下降,年轻的学生和非学术场所的学生表现出更好的跨专业态度.
科学领域:
- 医学教育 医学教育
- 健康 专业 教育 卫生 专业 教育
- 专业间合作 专业间合作
背景情况:
- 专业间教育 (IPE) 是骨科医学教育的必需组成部分,旨在通过协作学习改善健康结果.
- 影响骨科医学学生 (OMS) 之间的跨专业态度的因素在很大程度上是未知的.
- 这项研究旨在评估IPE课程后跨专业态度的变化,并确定影响因素.
研究的目的:
- 评估标准化IPE教学课程对OMS跨专业态度的影响.
- 确定与不同级别的跨专业态度相关的学生特异性和课程因素.
- 探索四年骨科医学培训期间跨专业态度的变化.
主要方法:
- 一项两阶段的纵向研究,包括对OMS进行的前/后调查和年终调查.
- 专业间态度尺度 (IPAS) 用于测量态度,以及人口和课程暴露数据.
- 统计分析包括Wilcoxon签名等级测试和Kruskal Wallis测试,以评估态度变化并确定相关因素.
主要成果:
- 在IPE教学课程 (p=0.13) 之后,IPAS分数没有显著变化.
- 随着学生在学年中取得的进步,人们注意到跨专业态度的下降.
- 较高的IPAS分数与年轻的年龄 (18-25岁),一年级学生和在非学术场所完成职工实习相关.
结论:
- 目前的IPE编程可能不足以积极影响跨专业的态度.
- 课外因素似乎对跨专业态度的发展产生重大影响.
- 建议在医学院所有四年内进一步研究和加强纵向IPE编程.
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