医学学生和教师对儿科患者和家属学习的看法:一个多中心定性研究
Jennifer Plant1, Mark Fedyk2, Zachary Chaffin1
1University of California Davis, Department of Pediatrics, 2315 Stockton Blvd, Sacramento, CA. 95817, USA.
Academic pediatrics
|November 8, 2025
概括
医学学生和教师重视儿科患者/家庭参与教育,但面临挑战. 需要策略来最大限度地提高儿童医疗培训的益处,并尽量减少所有参与儿童医疗培训的风险.
科学领域:
- 医学教育 医学教育
- 儿科 儿科 儿科
- 患者家庭为中心的护理.
背景情况:
- 在儿科的本科医学教育涉及复杂的学习者-医生-患者/家庭动态.
- 儿科患者及其家属在医学学生教育中的作用至关重要,但提出了独特的考虑.
研究的目的:
- 探索医学学生和教师如何感知和管理儿科本科医学教育中的学习者-医生-患者/家庭关系.
- 确定与将儿科患者和家属参与医学学生学习相关的好处,困境和策略.
主要方法:
- 在三个机构中与27名医学学生和18名儿科教师进行了聚焦小组.
- 利用独立的编码和主题生成来分析参与者对患者/家庭参与学生教育的看法.
主要成果:
- 确定了四个关键主题:互动的相互价值,从孩子身上学习的独特挑战,潜在风险和各种导航策略 (合理化到避免).
- 学生和教师对这些主题的看法基本上是一致的.
结论:
- 虽然有价值,但学生参与儿科护理面临的挑战和风险可能会阻碍学习.
- 有效的策略对于优化学习至关重要,确保儿童和家庭的好处,包括准备,团队整合,监督,基于能力的参与以及赋予患者/家庭机构权力.
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