揭示专业内部动态:在急症护理中学习团队合作 儿科和全科医院住院医生之间的咨询
Rosalin M van Schie1, Ester H A J Coolen2, Iris Schoorlemmer1
1Department of Primary and Community Care, Radboud University Medical Centre, Nijmegen, The Netherlands.
Perspectives on medical education
|November 17, 2025
概括
这项研究训练了儿科和全科医生在专业内咨询中使用团队合作-态度,行为,认知 (ABC) 模型. 居民提高了团队合作技能和情感意识,但在高压临床环境中应用这些方面面临挑战.
科学领域:
- 医疗教育 医学教育
- 团队合作和协作团队合作和协作
- 医疗保健管理的管理
背景情况:
- 在高压医疗场景中,有效的远程协作至关重要,但培训往往忽视了团队合作的动态.
- 需要进行专业内咨询培训 (IPCT),以提高医生之间的团队合作技能.
- 团队工作-态度,行为,认知 (ABC) 模型为理解团队工作动态提供了一个框架.
研究的目的:
- 评估为儿科和全科医院住院医生提供专业内咨询培训 (IPCT).
- 评估居民关于咨询动态和他们预期的行为改变的学习.
- 检查学习技能的转化到临床实践.
主要方法:
- 涉及儿科 (P) 和全科医生 (GP) 住院人员的定性研究.
- 培训包括视频评论,反思和角色扮演,以团队工作框架的ABC为指导.
- 用反思表,后续问卷和柯克帕特里克模型来评估学习成果和转移.
主要成果:
- 二十六名居民参与了,报告了增强的共享心理模型和对齐.
- 居民了解了影响团队合作的态度和情绪,提高了对自我和他人意识.
- 虽然应用了洞察力,但在实践中管理复杂的专业内部动态仍然具有挑战性.
结论:
- 居民们开发了心智化策略 (自我反思,同理心) 来驾团队合作情绪.
- 在高压医疗工作文化中应用这些策略是具有挑战性的.
- 需要进一步关注,以便在现有的临床环境中有效地整合这些技能.
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