紧急医疗学术轨迹:一个混合方法研究的教师和居民的经验
Jason Rotoli1, Ryan Bodkin1, Grace VanGorder2
1University of Rochester, Department of Emergency Medicine, Rochester, New York.
The western journal of emergency medicine
|August 12, 2025
概括
紧急医疗学术轨道增强居民的指导和职业满意度. 教师和居民认为积极的影响,继续存在的障碍很少,这表明有价值的参与机会超出了教育.
科学领域:
- 医学教育 医学教育
- 紧急医疗培训培训 紧急医疗培训
- 教师发展学院发展学院
背景情况:
- 紧急医疗 (EM) 学术课程旨在改善子专业接触和培训.
- 现有的文献缺乏关于这些轨道对教师和居民职业生涯和参与的影响的全面数据.
- 继续学术轨道的障碍仍然没有得到充分探索.
研究的目的:
- 评估EM学术轨道对教师的感知影响.
- 评估教师对居民互动,指导,职业满意度和实施障碍的观点.
- 检查最近的EM毕业生对教师指导,轨道选择和继续障碍的看法.
主要方法:
- 在高等保健学术医疗中心进行混合方法研究.
- 在30名EM居民 (毕业于2021-2023) 进行的横截面定量调查.
- 与六名教师进行半结构化的定性访谈.
- 定量数据的频率和千平方分析;定性数据的专题分析.
主要成果:
- 大多数居民追求学术或混合职业,并报告了积极的导师影响.
- "临床兴趣领域"是选择轨道的主要原因.
- 教师指出,一对一的互动时间增加,以及居民专业化的机会增加.
- 发现的一个关键障碍是平衡教学,以避免阻碍居民的兴趣.
结论:
- 在EM学术轨道积极影响居民参与和教师指导.
- 参与者报告说,实施和延续的障碍最小.
- 学术轨道提供了超越教育的好处,包括个性化的指导和职业指导.
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