教学教学:对医疗教育中的教学技能发展计划进行全面审查
Alicia Darwin1, Ashley Mason2, Alyssa Faye Clare2
1From the Department of Internal Medicine, Stanford University, Stanford, California.
Southern medical journal
|May 2, 2025
概括
关于教学技能的医生培训计划各不相同. 未来的研究是必要的,以提高医学生和住院人员的临床教育者发展.
科学领域:
- 医学教育 医学教育
- 医生培训 医生培训 医生培训
- 临床教学的教学.
背景情况:
- 教学是医生和学员的核心责任.
- 有效的临床教育者对于医疗培训至关重要.
- 现有的关于医生如何教学的培训计划需要评估.
研究的目的:
- 审查有关医生教学培训计划的现有文献.
- 确定谁受过培训,培训方法和计划的有效性.
- 为医生的教学培训计划的改进提供信息.
主要方法:
- 对六个数据库进行了范围审查 (PubMed,Embase,MEDLINE,Cochrane,CINAHL,科学网).
- 从2010年起对医生教学干预措施的文献进行了系统的搜索.
- 数据提取和分析是由四位作者进行的.
主要成果:
- 包括163项研究,重点是医学学生 (17%),住院医生 (55%),研究员 (13%),教师 (23%).
- 培训干预措施的长度各不相同,包括讲座,观察教学和基于案例的学习.
- 有效性指标包括提高信心 (61%),自我报告的能力 (59%) 和对学术医学的兴趣 (33%).
结论:
- 目前的医生教学培训计划表现出显著的差异.
- 需要进一步的研究来推进医生和学员在有效的临床教育方面的指导.
- 标准化和基于证据的改进是医生教学发展所必需的.
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