我如何做到:一个结构化的教师发展工作坊,为口头反提供口头反
Emma G Burke1, Peter Boedeker2
1Michael E. DeBakey Department of Surgery, Baylor College of Medicine, Houston, Texas.
Journal of surgical education
|January 25, 2026
概括
本研究介绍了一个四个问题框架和一个研讨会,以提高教师和学员的反技能. 基于证据的方法改善了在外科部门提供高质量的口头反的方法.
科学领域:
- 医学教育 医学教育
- 进行外科手术培训.
- 沟通技巧 沟通技巧 这些技巧
背景情况:
- 有效的反对于医学专业发展至关重要.
- 当前的反实践往往缺乏结构,阻碍了技能改进.
- 培训教师和实习生提供反对于高质量的患者护理至关重要.
研究的目的:
- 为有效的反对话提供基于证据的4个问题的框架.
- 引入一个可转移和可复制的研讨会,以培训医疗保健专业人员使用这种反框架.
- 在学术医疗环境中提高口头反的质量和一致性.
主要方法:
- 一份针对外科教师和实习生设计的互动研讨会的描述性报告.
- 研讨会使用各种活动,如对反类型进行分类和练习4个问题框架.
- 该研究在一个大型学术医疗中心进行,并纳入现有课程.
主要成果:
- 研讨会成功地培训了参与者对口头反的结构化框架.
- 活动的设计是可访问,可通用,并促进反模型的实践.
- 大多数与会者报告说,他们的口头反技能在研讨会后有所改善.
结论:
- 结构化的反框架有助于识别反机会并提供高质量的反.
- 描述的研讨会提供了一种可复制和具有成本效益的方法来提高口头反技能.
- 这种方法适用于外科手术之外,支持医疗教育和沟通的更广泛改进.
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