远程医疗是否破坏了职业通用实践培训中的学员-监督员学习环境? 一个定性研究研究
Irena Patsan1,2, Parker Magin1,2,3, Penelope Abbott4
1College of Health, Medicine and Wellbeing, School of Medicine and Public Health, University of Newcastle, Callaghan, NSW, Australia.
通过改变学习环境和减少临床暴露,远程医疗的采用扰乱了全科医生 (GP) 培训. 针对性的远程医疗培训对于GP注册人员来说至关重要,以加强咨询期间的学习.
科学领域:
- 医学教育 医学教育
- 数字健康数字健康
- 主要护理是指初级护理.
背景情况:
- 由于COVID-19,澳大利亚的远程医疗采用激增,影响了全科医生 (GP) 培训.
- 医师的职业培训模式,特别是学徒模式,依赖于咨询学习.
- 了解远程医疗对全科医生培训的影响至关重要,因为其在流行病后仍在使用.
研究的目的:
- 探索远程医疗使用增加对澳大利亚GP职业培训的影响.
- 专注于远程医疗如何影响社会学习空间,在全科医生注册人员的咨询中.
主要方法:
- 使用半结构面试对15名注册员,5名监督员和5名医学教育工作者进行定性研究.
- 分析采用反射主题分析,以温格的实践理论为指导.
主要成果:
- 远程医疗扰乱了社会学习空间,延迟了反,并在咨询期间改变了寻求帮助.
- 减少个人临床暴露限制了注册人员的学习机会和实践的多样性.
- 登记员和教育工作者在没有正式培训的情况下浏览远程医疗,需要协作学习.
结论:
- 远程医疗的快速普及大大改变了GP注册人员的社会学习环境.
- 针对远程医疗的具体培训对于优化注册员在咨询中的学习至关重要.
- 在不断变化的医疗保健环境中,解决这些挑战是有效的GP培训的关键.
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