通过传统教育传递的医学思想的调查:试点研究
1School of Community Medicine, University of Oklahoma Health Sciences Center, Tulsa, USA.
Cureus
|February 28, 2025
概括
医学教育可能会强化现有的信念,阻碍创新. 一项试点研究发现,临床医生依赖标准化内容,这可能会限制医疗保健专业人员的批判性思维和适应能力.
科学领域:
- 医学教育 医学教育
- 医疗保健专业发展
- 医学中的认知科学 医学中的认知科学
背景情况:
- 对医学教育的根深蒂固的信念可能会阻碍创新和最佳的患者护理.
- 医疗培训中的现有范式可以通过文化和教育再生产来延续.
- 了解医疗信仰在各专业群体中的分布对于识别进步的潜在障碍至关重要.
研究的目的:
- 检查医学信仰在一个学术医疗中心内的不同专业群体之间的分布.
- 探索专业角色如何影响对各种医学知识来源的依赖.
- 识别医学教育中根深蒂固的信念导致的批判性思维和创新的潜在限制.
主要方法:
- 对医生,医生助理 (PA) 教师,住院医生,医学学生和PA学生进行了横截面调查.
- 一项由十个问题组成的调查评估了关于医学知识来源,睡眠,生物标志物,药物,疾病进展和饮食的信念.
- 数据使用基平方测试和单向ANOVA进行分析,统计学意义设置为p < 0.05.
主要成果:
- 在专业角色和性别分布 (p=0.013) 之间以及在专业角色和医学知识的主要来源 (p=0.004) 之间发现了显著的关联.
- 执业的临床医生只使用标准化内容,而学生和居民则可以访问更多多样化的信息来源.
- 虽然在统计学上并不显著,但模式建议加强现有范式和跨职业角色批判性思维的潜在局限性.
结论:
- 医学教育对标准化内容的依赖可能会延续根深蒂固的信念,可能阻碍批判性思维和创新.
- 在医学培训中强调内容掌握可能会阻止探索替代观点.
- 医学教育需要培养批判性思维,并整合新的证据,以培养适应能力的医疗保健专业人员.
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