通过里程碑2.0评估物理医学和康复居民的核心能力发展:一项全国性的观察试点研究
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Published on: March 12, 2018
Kai-Hua Chen1, Shin-Liang Pan2, Jin-Shin Lai2
1Department of Physical Medicine and Rehabilitation, Chang Gung Memorial Hospital, Chiayi, Puzi, Chiayi County, Taiwan; School of Traditional Chinese Medicine, Chang Gung University, Taoyuan, Taiwan; Ph.D. Program in Graduate Institute of Education, National Chung Cheng University, Ming-Hsiung, Chiayi County, Taiwan; Chang Gung Medical Education Research Centre, Chang Gung Memorial Hospital, Taoyuan, Taiwan.
物理医学和康复医生在核心能力方面表现出不同的发展模式. 虽然自我评估和教师评估显示出差异,但相关性仍然中等至高,为培训计划的改进提供了信息.
科学领域:
- 医学教育 医学教育
- 康复医学 康复医学 康复医学
- 基于能力的教育 基于能力的教育
背景情况:
- 住院培训计划需要强大的评估方法.
- 里程碑2.0为评估居民能力发展提供了一个框架.
- 了解发育轨迹对于优化培训至关重要.
研究的目的:
- 为了研究物理医学和康复 (PMR) 住院里程碑的发展模式,在台湾.
- 评估居民自我评估和教师评估之间的差异和相关性.
- 用全国性的初步里程碑数据进行分析.
主要方法:
- 一项观察性研究涉及33家PMR培训医院的住院人员.
- 居民和教师完成了PMR里程碑2.0评估.
- 统计分析包括ANOVA,多项式对比测试,GEE,对 t 测试/Wilcoxon 测试,以及 ICC 测试.
主要成果:
- 在训练年间,在所有子能力中观察到显著的差异和线性趋势.
- 在早期住院年 (R1-R2) 中,在患者护理 (PC) 4-7 个子能力中观察到较慢的进展.
- 尽管评级差异,但在居民自我评估和教师评估之间发现了中等至高的相关性.
结论:
- 在PMR居住能力中确定了群体级别和个人发展模式.
- 需要更多地整合知识和临床经验的技能进展得更慢.
- 研究结果支持改进课程,针对困难居民提供有针对性的干预措施,以及改进培训策略.
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