Ringsted C, Skaarup A M, Henriksen A H, Davis D
Copenhagen Hospital Corporation Postgraduate Medical Institute, Denmark.
Med Teach. 2006 Feb;28(1):70-6. doi: 10.1080/01421590500237721.
Structured curricula for senior house officers have often been lacking. The aim of this study was to trial a person-task-context model in designing a curriculum and in-training assessment (ITA) programme for SHOs in internal medicine. A working group designed the programme based on triangulation of information from interviews with trainees and programme directors, analysis of patient case mix and national quality assurance data. The interview data showed that the main difference currently between trainee levels was in expected degree of responsibility for patient management rather than in actual tasks. Key learning needs were how to take a structured approach to the tasks and get an overview of situations. SHOs expressed a need for explicit learning goals and standards of performance. SHOs requested formal teaching in non-medical aspects of competence such as communication, interpersonal skills and professionalism. This article points out how consideration of the type of trainees involved, the tasks they must do and learn, and the context in which they work are important in designing postgraduate curricula. The person-task-context model can be used to tailor curricula and ITA that support learning and may be especially beneficial in promoting learning in non-dominant areas of a specialty.
高级住院医师的结构化课程常常缺失。本研究的目的是尝试一种人-任务-情境模型，用于为内科高级住院医师设计课程和培训期间评估（ITA）方案。一个工作小组基于对实习生和项目主任访谈的信息三角测量、患者病例组合分析以及国家质量保证数据来设计该方案。访谈数据表明，目前实习生水平之间的主要差异在于对患者管理的预期责任程度，而非实际任务。关键的学习需求是如何对任务采取结构化方法并全面了解情况。高级住院医师表示需要明确的学习目标和表现标准。高级住院医师要求在沟通、人际技能和专业精神等能力的非医学方面接受正规教学。本文指出，在设计研究生课程时，考虑所涉及的实习生类型、他们必须完成和学习的任务以及他们工作的环境非常重要。人-任务-情境模型可用于定制支持学习的课程和ITA，在促进专业非主导领域的学习方面可能特别有益。
