一个全面的纵向多学科远程医疗课程的演变
Elizabeth A Greene1,2, Christopher Jonas2, Steven J Durning3,4,5
1Department of Psychiatry, Uniformed Services University of the Health Sciences, Bethesda, MD, United States.
概括
一个纵向的,为期4年的医学院课程有效地整合了远程医疗教育,提高了学生的技能. 需要进一步关注远程医疗的体检技术,以提高临床准备.
科学领域:
- 医学教育 医学教育
- 数字健康数字健康
- 临床技能培训 临床技能培训
背景情况:
- 远程医疗和远程医疗技能对于现代医疗实践至关重要.
- 将远程医疗教育纳入医学院课程中存在重大挑战.
- 课程设计必须强调远程医疗对临床实践的实际相关性.
研究的目的:
- 描述一个健康科学大学的纵向,综合远程医疗课程的发展.
- 评估本课程对医学学生远程医疗技能在四年的影响.
- 确定远程医疗教育需要改进的领域,特别是身体检查技术.
主要方法:
- 实施4年的纵向课程,从2022年开始,在多个课程中整合远程医疗概念.
- 评估学生的远程医疗技能使用客观结构化临床检查 (OSCE) 在预职和职工阶段.
- 对技能发展的纵向跟踪和持续挑战的识别.
主要成果:
- 学生在完成纵向课程后展示了改进的远程医疗技能.
- 目标 结构化临床检查显示了在预职和职工期间的技能进步.
- 一个一致发现的挑战是学生在执行远程医疗体检方面的熟练程度.
结论:
- 一个综合的,纵向的远程医疗课程可以有效地支持临床技能的发展.
- 未来的教育工作应优先加强远程医疗体检能力.
- 建议在住院和实践中持续评估和探索远程医疗.
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