"阅读一个,写一个":使用示例笔记改进医学学生关于精神病学职位的临床文档
Gregg Robbins-Welty1, Dakota May2, Kristen Shirey3
1University of Pittsburgh Medical Center, Pittsburgh, PA, USA. greggrobbinswelty@gmail.com.
概括
一个小时的教育干预显著改善了医学学生在精神病学工作期间的临床文档技能,特别是在历史部分. 这项培训提高了笔记质量,而不仅仅是标准经验.
科学领域:
- 医学教育 医学教育
- 精神病学是一个精神病学.
- 临床文档 临床文档
背景情况:
- 有效的临床文档对于患者护理和医学教育至关重要.
- 精神病学职位要求学生培养强大的文档技能.
- 以前的教学文档的方法在有效性上有所不同.
研究的目的:
- 评估教学教育干预对精神病学实习生临床文档质量的影响.
- 将接受干预的学生的文档化技能与历史比较组进行比较.
主要方法:
- 一个干预组进行了一小时的教学课程,用样本写作给干预组.
- 一个历史的比较组没有接受干预.
- 学生的临床记录被收集并使用标准化标签盲目评估.
主要成果:
- 与比较组相比,干预组在第二笔记 (N2) 中显示出明显更高的质量 (77.4% vs 65.56%).
- 两组都从注释1 (N1) 改进到N2,但干预组的改进明显更大 (11.7比3.11分).
- 在当前疾病史,家庭社会史和系统部分的审查中,改善最为显著.
结论:
- 一个简短的教育干预显著提高医学生在他们的精神病学职员期间的临床文档技能.
- 结果表明,有针对性的教学培训和示例是有效的改善医学学生的文档.
- 这种干预提供了一种实际的方法来提高医疗培训中的核心能力.
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