Bharel Monica, Jain Sharad, Hollander Harry
Received from the University of California-San Francisco, San Francisco, Calif. 94121, USA.
J Gen Intern Med. 2003 Apr;18(4):288-93. doi: 10.1046/j.1525-1497.2003.20712.x.
It is challenging to create an educational and satisfying experience in the outpatient setting. We developed a 3-year ambulatory curriculum that addresses the special needs of our categorical medicine residents with distinct learning objectives for each year of training and clinical experiences and didactic sessions to meet these goals. All PGY1 residents spend 1 month on a general medicine ambulatory care rotation. PGY2 residents spend 3 months on an ambulatory block focusing on 8 core medicine subspecialties. Third-year residents spend 2 months on an advanced ambulatory rotation. The curriculum was started in July 2000 and has been highly regarded by the house staff, with statistically significant improvements in the PGY2 and PGY3 evaluation scores. By enhancing outpatient clinical teaching and didactics with an emphasis on the specific needs of our residents, we have been able to reframe the thinking and attitudes of a group of inpatient-oriented residents.
在门诊环境中创造一种兼具教育意义和令人满意的体验具有挑战性。我们制定了一项为期三年的门诊课程,该课程针对我们的普通内科住院医师的特殊需求,为培训的每一年设定了不同的学习目标,并通过临床经验和教学课程来实现这些目标。所有第一年住院医师花1个月时间进行普通内科门诊护理轮转。第二年住院医师花3个月时间进行门诊轮转,重点关注8个核心医学亚专业。第三年住院医师花2个月时间进行高级门诊轮转。该课程于2000年7月开始,受到住院医师的高度评价,在第二年和第三年住院医师的评估分数上有统计学上的显著提高。通过加强门诊临床教学和教学方法,强调我们住院医师的特殊需求,我们能够重塑一群以住院治疗为导向的住院医师的思维和态度。