Eva Kevin W
Department of Clinical Epidemiology and Biostatistics, Program for Educational Research and Development, Room 101, T-13, 1280 Main Street West, McMaster University, Hamilton, ON L8S 4K1.
J Contin Educ Health Prof. 2003 Summer;23(3):133-40. doi: 10.1002/chp.1340230303.
As demographic drift among health care providers mimics that of the larger population, it becomes increasingly clear that theory pertaining to the impact of aging on cognitive processing should inform the continuing education efforts designed for health care professionals. The purpose of this article is to offer a critical review of the major theories in this area and outline a sample of the implications that can be derived from these views. Research articles examining the relationship between age and physician performance were identified using MEDLINE, PsychLit, and ERIC. In addition, the psychology literature on age-related changes in cognitive processing was reviewed. Evidence from the medical education literature and psychological theory suggest the importance of increased environmental supports, decreased time demands, and peer review programs as barriers against the impact of aging. The implications of these findings include the potential to tailor continuing education (and physician remediation) efforts toward the age-related abilities/deficiencies of individual physicians.
随着医疗保健提供者的人口结构变化与总体人口相似，越来越明显的是，有关衰老对认知加工影响的理论应指导为医疗保健专业人员设计的继续教育工作。本文的目的是对该领域的主要理论进行批判性综述，并概述可从这些观点中得出的一些启示。通过医学文献数据库（MEDLINE）、心理学文摘数据库（PsychLit）和教育资源信息中心数据库（ERIC）检索了研究年龄与医生表现之间关系的研究文章。此外，还查阅了关于认知加工中与年龄相关变化的心理学文献。医学教育文献和心理学理论的证据表明，增加环境支持、减少时间要求以及同行评审计划对于抵御衰老影响具有重要意义。这些发现的启示包括有可能根据个体医生与年龄相关的能力/缺陷来调整继续教育（和医生补救）工作。
