创新改进个人化培训在内科住院:住院患者线程和2.0块
Bryn Boslett1, Lekshmi Santhosh1, David Chia1
1University of California, San Francisco, San Francisco, CA, USA.
Journal of general internal medicine
|December 2, 2025
概括
UCSF开发了一个可定制的课程,以个性化内部医学 (IM) 住院培训. 这项创新计划增强了指导和职业发展,同时满足了医学研究生教育认证委员会 (ACGME) 的要求.
科学领域:
- 医学教育 医学教育
- 内部医学实习生培训 内部医学实习生培训
- 课程开发 课程开发
背景情况:
- 研究生医学教育认证委员会 (ACGME) 内部医学 (IM) 要求规定个性化和门诊培训的具体持续时间.
- 将这些培训要求与临床服务需求相平衡,对居住计划来说是一个重大挑战.
- 加利福尼亚大学旧金山分校 (UCSF) 实施了一种新的,多方面的战略,在各种临床环境中个性化居民教育.
研究的目的:
- 设计和实施一个课程框架,促进个性化的教育,提供纵向指导,并支持职业发展.
- 确保开发的课程符合ACGME内科住院计划的所有要求.
- 创建一个灵活的教育结构,可以适应不同的居民需求和职业愿望.
主要方法:
- 这项研究涉及UCSF附属的三家医院的研究生第二年 (PGY2) 和PGY3级别的分类内科 (IM) 住院人员.
- 引入了两个关键的创新:"住院线程"用于选择与职业生涯相关的住院轨道和"Block 2.0"用于更新的门诊/选修课程.
- 区块2.0的特色是纵向子专业诊所 (LSC),基于技能的途径,专用的学术时间,以及在研究生医学教育 (GME) 全方位学术途径的入学.
主要成果:
- 2014-2023年的需求评估和调查数据为课程重新设计提供了信息.
- 初步结果表明,辅导机会增加,居民研究研讨会参与度增加.
- 持续的评估利用ACGME调查,内部调查和重点小组来评估计划的有效性.
结论:
- 开发的可定制课程提供了一个可复制的模型,用于个性化内部医学住院培训.
- 这种方法成功地平衡了个性化的教育体验,同时保持了强大的通用主义基础.
- 该计划表明,在ACGME要求的限制范围内,提高居民教育和职业发展的可行策略.
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