一个过渡课程来逆转同情心下降医学学生
Jeremy Howick1, Daniel Slavin1, Amber Bennett-Weston1
1Stoneygate Centre for Excellence in Empathic Healthcare, Leicester Medical School, College of Life Sciences, George Davies Centre, University of Leicester, Leicester, UK.
The clinical teacher
|July 4, 2025
概括
医学学生的同理心在临床培训期间可能会下降. 使用近同行指导和榜样培训的新过渡课程受到好评,旨在打击这种下降.
科学领域:
- 医学教育 医学教育
- 在医疗保健中的同理心.
- 学生福利 学生福利
背景情况:
- 医学学生在临床培训期间经历了增加的压力和减少的同情心.
- 过渡课程可以减轻医学学生同情心的负面变化.
- 莱斯特医学院开发并评估了一个新的过渡课程.
研究的目的:
- 为了评估一个新开发的医学学生过渡课程的有效性.
- 为了解决从临床前到临床培训的过渡期间观察到的同情心的下降.
- 确定在医学教育中促进同情心的策略.
主要方法:
- 该课程包括近同行指导,辅导员的榜样培训,学生教程如何识别榜样,以及"同理心冠军"计划.
- 评估方法包括满意度调查,采访和计数被提名的同理心冠军.
- 近同行指导涉及24对学生; 榜样培训达到了500多名专业人士.
主要成果:
- 近同行指导计划得到了积极的接待,参与者参与了采访.
- 角色榜样培训显著提高了医疗保健专业人员对实施学习的信心 (平均8.4/10).
- 一个关于识别榜样的教程受到93%的学生的高度评价,37个同情心冠军被提名.
结论:
- 过渡课程受到好评,并有效地解决了影响医学学生同情心的关键问题.
- 教师应该考虑患者的复杂性,压力严重的临床环境,以及在过渡课程中可用的榜样.
- 建议进行进一步的研究以优化,扩展和广泛评估课程的影响.
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