在儿科瘤科的病房周教学工具的使用
Trisha A Soosay Raj1,2,3, Natacha Omer1,3, Amy Z Gray2,4
1Department of Oncology, Queensland Children's Hospital, Brisbane, Australia.
Journal of paediatrics and child health
|July 17, 2025
概括
STIC框架提高了学习者对儿科瘤学培训的满意度,提高了教学水平,尽管人们认为吸收率低. 咨询师的参与和安全的学习环境是有效的临床教育的关键.
科学领域:
- 医学教育 医学教育
- 临床培训 临床培训
- 儿科瘤学 儿科瘤学
背景情况:
- 病房巡回对医院临床培训至关重要,但通常具有较低的教育价值.
- 繁忙的环境导致由于隐性学习,时间限制和缺乏结构而错过的学习机会.
- STIC (设置,目标,检查,关闭) 框架提供了一个以学习者为中心的结构化方法,以提高病房范围内的教学效率.
研究的目的:
- 评估STIC框架对以学习者为中心的教学在第三级儿科瘤学系的影响.
- 评估学习者对STIC框架的满意度和态度.
- 确定影响STIC框架在临床培训中的有效性的因素.
主要方法:
- 在3个月的时间里,采用了混合方法的方法.
- 在实施前和后对初级医生进行了调查.
- 与所有参与者 (初级和高级医生) 进行了焦点小组和采访.
主要成果:
- 在所有STIC框架领域,学习者满意度显著提高.
- 实习生报告说,教学得到了增强,特别是在领导临床接触和在顾问领导的轮次学习中.
- 实习生满意度受到顾问的参与度,热情以及计划,时间管理和部门文化等因素的强烈影响.
结论:
- 科学,技术和信息技术框架显示了在繁忙的临床环境中加强医学教育的潜力,即使被认为吸收率低.
- 建议进一步实施以最大限度地发挥框架的好处.
- 咨询师的参与和支持性的临床学习环境对于成功的医学教育以及结构化的教学工具至关重要.
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