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通过对临床前医学学生进行同行驱动的培训课程,提高对临床程序的信心

Maxwell B Bohrer¹, David L Rodgers²

¹Resident Physician, Department of Emergency Medicine, Indiana University School of Medicine.

MedEdPORTAL : the journal of teaching and learning resources

|August 21, 2025

概括

学生主导的程序培训课程 (SLPTS) 显著提高了临床前医学学生对基本临床技能的信心. 这种早期临床暴露 (ECE) 改善了轮换前的表现,解决了课程限制.

科学领域:

医学教育
手术技巧培训

背景情况:

临床前医学生对手术技能的信心很低,尤其是在临床轮换期间.
资源限制限制了临床前学生的早期临床接触 (ECE) 机会.
学生主导的程序培训课程 (SLPTS) 可以弥补这一差距,提供正式课程之外的宝贵经验.

研究的目的:

为临床前医学学生开发和评估学生主导的程序培训课程.
评估SLPTS对学生执行关键临床程序的信心的影响.
确定SLPTS是否可以作为有效的早期临床暴露 (ECE).

主要方法:

使用Kern的六步课程开发模型来设计SLPTS.
包括预审视频,背景信息,同行演示,
测量了会议前和之后的信心水平 (1-10级),分析了对对的t测试和重点小组的定性主题的变化 (ΔC).

主要成果:

在所有受过训练的程序中观察到显著的信心增加 (p < .001).
平均信心增加 (ΔC) 范围为内管内输入4. 55至外围静脉接入5. 74.
聚焦小组确定了支持会议有效性的共同主题.

结论:

SLPTS有效地提供了早期临床接触 (ECE) 并提高了学生对程序技能的信心.
这种培训模式是正式医学课程的可行补充.
学生和教师之间的合作可以促进将此类培训纳入官方课程.

关键词:

临床/程序技能培训紧急医疗聚焦小组/采访同龄人教导

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