通过区域协调中心优化临床教育:从全州范围的倡议中吸取教训
Shani Fleming1,2,3,4,5, Karen L Gordes1,2,3,4,5, Violet A Kulo1,2,3,4,5
1Shani Fleming, PhD, MPH, PA-C, is a chief Equity, Diversity and Inclusion Officer, associate professor, director Community Engagement, at PA Leadership and Learning Academy (PALLA), School of Graduate Studies, University of Maryland Baltimore, Baltimore, Maryland.
概括
一个区域中心通过创建联盟,在线中心和数据库,改善了医生助理 (PA) 临床教育. 这种协作模式扩大了培训能力和资源共享,为卫生工作人员发展提供了可扩展的解决方案.
科学领域:
- 医疗卫生工作人员发展发展.
- 医疗教育 创新 医疗教育 创新
- 医生助理 (PA) 培训 医生助理 (PA) 培训
背景情况:
- 缺乏临床培训场所和教师阻碍了北美卫生工作人员的增长.
- 公平获得高质量的监督临床实践经验需要创新的解决方案.
- 利益相关者之间的协作框架对于成功发展卫生工作人员至关重要.
研究的目的:
- 讨论在优化医生助理 (PA) 计划的临床教育方面的方法和经验教训.
- 详细说明马里兰州区域协调中心的建立和成果.
- 提出一个可复制的模型,以提高临床培训能力和教师参与度.
主要方法:
- 建立了一个临床协调员联盟和一个基于网络的临床教育中心.
- 开发了一个教师发展学院奖学金和全州范围的临床站点/教师数据库.
- 综合远程医疗教育和模拟培训,包括虚拟现实和人工智能.
主要成果:
- 扩大了临床培训能力,改善了PA计划之间的资源共享.
- 减少临床协调员的工作量和标准化教师奖励.
- 根据积极的初步结果,获得了额外的州和联邦资金.
结论:
- 区域协作中心模式成功优化了马里兰州PA计划的临床教育.
- 关键的成功因素包括信任,领导力,资金,冠军和资源聚合.
- 这一举措表明了国家复制的潜力,以解决临床培训短缺的问题.
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