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居民在可信任的专业活动培训中学习,工作和发展的经验.
Maaike P Smit1, Janiëlle A E M van der Velden2, Reinoud J B J Gemke3
1Erasmus MC-Sophia Children's Hospital, Department of Neonatal & Pediatric Intensive Care, Division of Pediatric Intensive Care, University Medical Center Rotterdam, The Netherlands.
Perspectives on medical education
|May 12, 2025
概括
儿科住院医生在可信任的专业活动 (EPA) 计划中获得了信心和自主权,尽管有些人认为临床能力委员会评估具有挑战性. 让自我调节学习的原则明确,可以增强培训.
科学领域:
- 医疗教育 医学教育
- 儿科住院培训培训 儿科住院培训
- 基于能力的医学教育
背景情况:
- 基于可信任的专业活动 (EPA) 的课程旨在以灵活性和增加自主性来组织住院培训.
- 了解居民在EPA框架中的生活经验对于优化学习和发展至关重要.
研究的目的:
- 探索儿科居民在EPA培训计划中的学习,工作和专业发展经验.
- 在EPA结构化的课程中确定影响居民学习和自主性的因素.
主要方法:
- 使用半结构面试对11名儿科住院医生进行定性研究.
- 使用模板分析分析分析的数据,以确定居民体验中的关键主题.
主要成果:
- 居民报告说,他们的信心和能力增加了,并将其与EPA结构 (目标设定,反) 或临床经验联系起来.
- 委托过程,包括临床能力委员会反,令人放心,但有时不舒服.
- 在委托后,居民经历了多样化的监督,一些人觉得有能力进行个性化的学习.
结论:
- 将自我调节学习原则明确整合到EPA计划中,可以增强居民的学习能力和为独立实践做好准备.
- 用小组评估来解决居民的不适,并标准化监督实践是基于EPA的培训的重要考虑因素.
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