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检查课程意识和在住院培训中的利用障碍和促进者的障碍:一个评估和干预研究
Rachel Moquin1, Anna Rebecca Young1, Brock Brummett2
1From the Department of Anesthesiology, Washington University in St. Louis School of Medicine, Saint Louis, Missouri.
A&A practice
|December 31, 2025
概括
实施结构化儿科麻醉学课程模板提高了居民的意识和参与度. 蓄意实施战略,包括正式的引入和明确的问责制,是加强参与基于能力的医学教育的关键.
科学领域:
- 医学教育 医学教育
- 麻醉学培训 麻醉学培训
- 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) 倡导基于能力的住院课程.
- 在遵守和实施这些推的课程中存在变化.
- 需要标准化的方法来优化居民的学习体验.
研究的目的:
- 试行一个标准化的课程模板,用于儿科麻醉学轮流.
- 评估结构化课程和故意实施对居民利用和参与的影响.
- 确定在医学研究生教育中遵守课程的障碍和促进者.
主要方法:
- 制定了一个标准化的课程模板,将教学和基于技能的目标分开,使用检查框进行进度监测,并根据培训水平组织内容.
- 居民参加了干预前后调查和焦点小组.
- 干预措施包括正式的课程介绍,改善访问,以及检查清单收集系统.
主要成果:
- 报告说,最初的低利用率是由于有限的认识和不清楚的问责制造成的.
- 干预后,居民报告增加了课程意识,使用和参与度.
- 结构化模板和实施策略对居民参与产生了积极影响.
结论:
- 结构化的课程,当与故意的实施策略相结合时,可以增强居民在研究生医学教育中的参与和学习.
- 正式介绍,改善可访问性和明确的问责机制对于成功的课程采用至关重要.
- 这种模式为改善专业居住计划中的基于能力的培训提供了一个框架.
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