探索具有特定学习差异的医生对英国通用医疗执照进行评估的看法:一项定性研究
Julie Pattinson1, Joseph N A Akanuwe1, Kim Emerson2
1Community and Health Research Unit, School of Health and Care Sciences, University of Lincoln, Lincoln, UK.
概括
具有特殊学习差异 (SpLDs) 的医生在英国医学执照考试中面临着独特的挑战. 这项研究探讨了他们的经验,并确定了改善这些学员的支持和结果的策略.
科学领域:
- 医学教育 医学教育
- 特殊教育需要的特殊教育需要.
- 一般实践培训一般实践培训
背景情况:
- 在英国培训计划中,越来越多的医生有特定的学习差异 (SpLD).
- 人们对SPLD如何影响医疗执照考试的表现的理解有限.
- 具有SpLD的通用实践专业实习生 (GPSTs) 在考试和基于工作场所的评估中都遇到了挑战.
研究的目的:
- 探索拥有SpLD的GPST对英国许可证考试和基于工作场所的评估所面临的挑战的看法.
- 确定GPST与SpLD使用的策略,以克服这些评估挑战.
- 为SPLD的实习生提供支持性教育和组织方法的发展提供信息.
主要方法:
- 使用系统性接地理论和感应方法进行定性设计.
- 对18名被诊断患有SpLDs的GPST进行了单独的半结构面试.
- 数据分析涉及开放,轴向和选择性编码,以确定核心主题.
主要成果:
- 出现了四个核心主题:早期检测/查/转诊,SPLD与文化/语言的交叉,教育/组织方法,以及情感/福祉影响.
- 参与者包括18名GPST (4名男性,14名女性) 在各个培训阶段,拥有英国或海外初级医疗资格.
- 识别的挑战和应对策略为GPST与SpLDs的实践经验提供了洞察力.
结论:
- 量身定制的策略可以显著支持GPST与SpLDs的学习和评估.
- 改进的支持可以增强学习体验,整体幸福感,并最终改善临床结果.
- 这项研究强调了医疗培训计划中需要提高意识和有针对性的干预措施的需要.
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