"它总是在那里,对吧?" 探索内科医疗团队在住院病人的巡视中使用基础科学知识
Tracy B Fulton1, John C Penner2, Sally A Collins3
1Department of Biochemistry and Biophysics, School of Medicine, University of California, San Francisco, CA, US.
Perspectives on medical education
|June 9, 2025
概括
基础科学知识 (BSK) 在临床环境中的使用受到社会互动和材料的影响,而不仅仅是个人的思想. 激活BSK需要相信它的价值,而存在障碍,影响患者护理整合.
科学领域:
- 医学教育 医学教育
- 内部医学 内部医学
- 临床推理 临床推理
背景情况:
- 基础科学知识 (BSK) 对于临床实践和学习至关重要.
- 关于BSK如何在临床学习环境 (CLEs) 中应用的证据有限.
- 了解BSK在工作场所的整合对于医学教育至关重要.
研究的目的:
- 描述BSK在住院内科CLE患者护理中的使用情况.
- 识别影响BSK使用的行为,互动,材料和信念.
- 为将BSK教育与临床学习和患者护理联系起来的战略提供信息.
主要方法:
- 构造主义的立足理论研究.
- 从八个住院内科医疗团队收集的数据.
- 包括27个小时的观察和24个团队成员的采访.
主要成果:
- BSK的激活是通过社交互动和与电子健康记录等材料的接触而发生的.
- 激活与连接和测试BSK或探索不确定性有关.
- 障碍包括对BSK不适合患者护理的信念,导致委托或缩短讨论.
结论:
- 在临床环境中BSK的使用是由CLE中的社会和物质因素所塑造的,它超越了个人的认知能力.
- 利用这些元素可以增强BSK激活.
- 这种整合支持在工作场所学习和患者护理之间的联系.
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