住院期间产科和妇科培训的评估:全球视角
Elif Goknur Topcu1, Roman Kapustin2, Olivier Ami3
1Department of Obstetrics and Gynecology, Assisted Reproductive Technologies Unit, Acibadem Maslak Hospital, Istanbul, Turkey.
概括
全球产科和妇科 (Ob/Gyn) 培训因地区而异,影响学员的能力和满意度. 协调标准,同时适应当地需求,对于改善全世界的妇产科教育至关重要.
科学领域:
- 医学教育 医学教育
- 产科和妇科培训培训 产科和妇科
- 全球卫生工作人员发展
背景情况:
- 研究生产科和妇科 (Ob/Gyn) 培训对于培养熟练的专家至关重要.
- 在医学教育和医疗保健资源分配方面存在重大的全球差异.
- 了解妇产科医生培训的差异是解决全球健康不平等问题的关键.
研究的目的:
- 评估研究生妇科医生培训的全球格局.
- 分析课程内容,培训时间,感知能力和学员满意度.
- 确定 Ob/Gyn 住院计划的区域差异和改进领域.
主要方法:
- 2017-2019年,由世界妇产科学员协会 (WATOG) 进行了一项跨部门在线调查.
- 来自全球七个地区的1038名Ob/Gyn实习生回答了46个问题,涵盖了九个核心子专业模块.
- 主要结果包括课程纳入,时间分配,能力达到和满意度,并对相关性和区域差异进行二次分析.
主要成果:
- 交付室培训普遍包括在内,满意度很高. 然而,诸如胎儿医学和辅助生殖等子专业模块在低收入和中等收入地区的代表性不足.
- 增加的培训时间显示,在某些领域 (例如,妇科外科,瘤妇科) 与能力的积极关联很弱,但满意度与持续时间并不一致.
- 资源有限的培训人员报告说,尽管培训时间相似或较长,但他们的满意度较低,这表明超越时间的因素至关重要.
结论:
- 全球妇产科医生课程共享核心元素,但在时间分配和取得的能力方面存在很大差异.
- 需要对最低培训标准进行国际协调,并为当地医疗保健优先事项做出具体的适应.
- 基于能力的框架,平衡全球基准与区域现实,可以提高妇产科医生专业培训和成果.
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