医生助理教育专业性评估的多层次方法:追踪超越零容忍政策的增长
Elizabeth Diem1,2,3,4, Sarah Brandell1,2,3,4, Timothy Scanlon1,2,3,4
1Elizabeth Diem, MPAS, PA-C, is an associate professor of Physician Assistant Program at Kettering College, Kettering, Ohio.
概括
在医生助理 (PA) 计划中实施多层次的专业性评估减少了补救需求. 学生发现同行评价对专业成长有价值,提高了对临床实践的准备.
科学领域:
- 医学教育 医学教育
- 医生助理培训 医生助理培训
- 专业性评估 专业性评估
背景情况:
- 医学培训中的不专业行为与未来的不当行为和纪律处罚有关.
- 医生助理 (PA) 教育的缩短时间表限制了识别和解决专业性问题的机会.
- 专业性评估的最佳实践为新的程序级干预提供了信息.
研究的目的:
- 在PA教育中实施和评估一个多层次的专业性评估策略.
- 评估干预对专业化修复率的影响.
- 为了衡量学生对专业发展同行评价工具的看法.
主要方法:
- 实施了多层次的评估策略,包括同行评价,教师咨询,指导,教师反和自我反思.
- 通过比较干预前和干预后的整治率来衡量有效性.
- 通过调查收集了学生对同行专业化工具的看法.
主要成果:
- 在计划实施后,专业化补救措施的显著减少被观察到.
- 学生调查表明,他们对同行评价的看法是积极的,认为同行评价是职业发展的重要组成部分.
- 该干预措施在提高学生的专业性方面表现出有效性.
结论:
- 一种多层次的方法,将专业性视为发展性,有助于有针对性的整治.
- 早期和反复的干预促进了专业成长,并更好地为PA学生做好了临床实践的准备.
- 这种模式支持在PA教育中持续的专业发展.
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