探讨一个可信任的专业活动为基础的儿童医疗住院课程的失败实施:"这是我们一直要求的,现在没有人这样做了. 一个定性研究
Lena Moschinski-van Treel1, Hans Martin Bosse1, Lisa Marie Körner1
1Department of General Pediatrics, Pediatric Cardiology and Neonatology, Medical Faculty, University Children's Hospital Düsseldorf, Heinrich Heine University, Düsseldorf, Germany.
Journal of medical education and curricular development
|September 8, 2025
概括
在儿科住院中实施可委托专业活动 (EPA) 显示出自我调节学习的希望,但面临时间限制和住院犹等障碍. 结构化方法和问责制是成功采用EPA的关键促进因素.
科学领域:
- 医学教育 医学教育
- 基于能力的培训
- 住院项目 住院项目
背景情况:
- 医疗教育向基于能力的模式过渡.
- 在居住培训中引入和实施可信任的专业活动 (EPA).
- 为培训人员和监督人员开发有关EPA的信息材料.
研究的目的:
- 评估在德国儿科住院实施EPA的障碍和促进因素.
- 探索环保署在促进自我调节学习和反方面的作用.
- 通过EPA确定影响居民信心和安全的因素.
主要方法:
- 使用与居民和监督员的焦点小组讨论进行定性方法.
- 遵守关于重点小组方法的COREQ指南.
- 记录讨论的字面转录和定性内容分析.
主要成果:
- 实施后三个月,没有居民完成了必要的评估.
- 主要障碍包括时间,临床例行优先事项,缺乏主动性,以及居民不愿意接近监督人员.
- 概念上支持,但实际实施面临重大障碍.
- 更高的结构,承诺和问责制被确定为潜在的促进者.
结论:
- 环保署显示了提高自我调节学习和反文化的潜力.
- 环保剂可以提高临床实践中的信心和安全性.
- 实施的成功取决于解决已识别的障碍和利用促进者,为具有有限EPA经验的环境提供指导.
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