打破盾牌:在本科医学教育中接受复杂性
Cara Bezzina1,2,3, Robert McQuade2, Wendy Lowe3
1General Practice and Primary Care, University of Glasgow, Glasgow, UK.
The clinical teacher
|January 20, 2025
概括
医学学生希望更多地接触复杂的患者,以培养必要的技能. 有指导的支架和监督可以增强从这些关键的现实世界临床经验中学习.
科学领域:
- 医学教育 医学教育
- 临床实践 临床实践
- 患者的复杂性患者的复杂性
背景情况:
- 本科医学课程往往缺乏对患者复杂性的接触.
- 这可能会让毕业生对现实世界的实践做不到准备.
- 越来越多的多病症需要更好的培训来管理复杂的病例.
研究的目的:
- 探索医学学生对患者复杂性的经验.
- 识别学习复杂性的障碍和促进者.
- 建议将复杂性纳入临床教学.
主要方法:
- 使用焦点小组与17名第四和第五年级医学学生进行定性研究.
- 来自苏格兰两所大学的数据.
- 分析采用了构造主义范式内的反射主题分析.
主要成果:
- 学生通过多病症,沟通挑战和情感互动来定义复杂性.
- 对复杂患者的接触和有意义的参与机会各不相同.
- 监督者保护学生和医疗保健系统的故障被确定为关键的限制因素.
- 重点是指导式脚手架和监督,以提高学习效率.
结论:
- 与复杂的患者互动为开发管理技能提供了至关重要的学习机会.
- 适当的脚手架可以使学生能够接受复杂性.
- 增强的临床学习环境可以更好地为学生提供照顾复杂患者的设备.
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