在参加儿科课程之前,医学生与儿童的互动
Paula Domínguez1,2, Alfredo Eymann1,3, Fernando Torres1,2
1Department of Medicine, School of Medicine, Universidad de Buenos Aires, Autonomous City of Buenos Aires, Argentina.
Archivos argentinos de pediatria
|July 1, 2025
概括
医学学生通常与儿童的日常互动有限,这影响了他们对儿科的信心. 与未成年人互动的增加与开始儿科课程时更大的信心有积极的相关性.
科学领域:
- 医学教育 医学教育
- 儿科 儿科 儿科
背景情况:
- 在儿科中,与儿童和家庭进行有效的沟通至关重要.
- 之前与儿童的互动可以增强医学学生对儿科培训的信心.
研究的目的:
- 评估医学学生与儿童的日常生活互动.
- 为了确定这种相互作用与他们在儿科课程开始时的信心水平之间的相关性.
主要方法:
- 一项调查对布宜诺斯艾利斯大学的儿科医学学生进行了调查.
- 该调查评估了与12岁以下儿童互动的频率和自我报告的信心.
主要成果:
- 很大一部分学生 (64%的婴儿,64.3%的学龄前儿童,54.6%的学龄儿童) 报告不经常的互动 (≤1-2次/年).
- 只有很小一部分学生与孩子一起生活 (10%) 或是父母 (5%).
- 观察到与儿童互动水平和信心之间存在统计学上显著的正相关性 (p < 0.01).
结论:
- 医学学生通常与未成年人的日常互动有限.
- 这种有限的接触会对他们进入儿科课程的信心产生负面影响.
- 加强课程前与儿童的互动,可以提高学生对儿科的准备和信心.
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