对直接观察,辅导和评估模型的评估,用于内部医学职员实习
Katherine C Wrenn1,2, Cancan Zhang2, Amy R Weinstein1,2
1Harvard Medical School, Boston, Massachusetts, USA.
The clinical teacher
|April 7, 2025
概括
一个新的教师辅导模式显著增加了在内部医学实习期间对医学学生的直接观察和个性化反,增强了基于能力的评估. 这种方法支持技能发展,并解决医疗教育中的连续性差距.
科学领域:
- 医学教育 医学教育
- 基于能力的评估.
背景情况:
- 基于能力的评估趋势需要更直接的观察,反和指导医学学生.
- 当前的临床轮换往往缺乏学生和监督医生之间足够的连续性.
研究的目的:
- 设计和评估一个模型,以增加直接观察,指导和反,为医学学生在内部医学职务期间.
- 支持纵向技能发展和基于能力的评估.
主要方法:
- 一名教师教练在内部医学实习期间纵向与学生会面.
- 该模型包括观察历史和身体 (H&P) 会议,技能领域的识别,以及与反的汇报.
- 使用顺序逻辑回归和主题分析来评估干预的影响和学生报告的有用性.
主要成果:
- 干预组的学生在H&P表现期间报告了明显更直接的观察 (OR=9.17,p=0.01).
- 学生发现个性化的反和增加讨论临床推理的机会是有价值的.
- 该模型在增强观察和反方面表现出有效性.
结论:
- 这种教师辅导模式有效地解决了医疗教育中增加直接观察和反的需求.
- 它支持纵向技能发展和基于能力的评估,特别是当监督的连续性有限时.
- 该模型通过提供个性化的指导和临床推理讨论的机会来增强学习体验.
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