医学生提出的临床问题：皮肤科轮转的学习工具。

Clinical questions asked by medical students: a learning tool for dermatology rotations.

作者信息

Collier A P, Heilig L F, Schilling L M, Dellavalle R P

机构信息

Department of Dermatology, University of Colorado at Denver and Health Sciences Center, Denver, CO, USA.

出版信息

Dermatology. 2007;214(2):108-11. doi: 10.1159/000098567.

DOI:10.1159/000098567

PMID:17341857

Abstract

BACKGROUND/AIMS: To determine whether having medical students answer self-generated patient-specific questions in a clinical setting promotes learning.

METHODS

Medical students rotating through dermatology clinics at the Denver Veterans' Affairs (VA) Medical Center were asked to formulate and answer one clinical question arising during patient encounters, and to complete a survey regarding their findings and experience.

RESULTS

49% (44/89) of rotating medical students completed the exercise. Self-generated questions frequently addressed therapy (61%, 27/44), prognosis (13%, 6/44), etiology/risk factors (7%, 3/44), and harm (5%, 2/44). The most frequently used sources of clinical information were journal abstracts/articles (55%, 24/44), UpToDate (50%, 22/44), websites (27%, 12/44) and printed textbooks (25%, 11/44). Medical students rated the impact of answers they obtained on a Likert scale of 1 (strongly disagree) to 5 (strongly agree) for the following: can be used to assist in patient's care (mean 4.1), improved care (mean 3.7), improved communication (mean 4.4), improved confidence in care (mean 4.2), improved knowledge (mean 4.6), and will improve future care (mean 4.5).

CONCLUSIONS

Medical students report increased knowledge, confidence and patient care skills after completing a self-directed formal exercise consisting of formulating and answering a patient-specific clinical question.

摘要

背景/目的：确定让医学生在临床环境中回答自己提出的针对特定患者的问题是否能促进学习。

方法

要求在丹佛退伍军人事务（VA）医疗中心皮肤科诊所轮转的医学生，提出并回答一个在患者诊疗过程中出现的临床问题，并完成一份关于他们的发现和经验的调查问卷。

结果

49%（44/89）的轮转医学生完成了这项练习。自行提出的问题经常涉及治疗（61%，27/44）、预后（13%，6/44）、病因/危险因素（7%，3/44）和危害（5%，2/44）。最常使用的临床信息来源是期刊摘要/文章（55%，24/44）、UpToDate（50%，22/44）、网站（27%，12/44）和印刷教材（25%，11/44）。医学生对他们获得的答案的影响进行评分，采用1（强烈不同意）至5（强烈同意）的李克特量表，评分项目如下：可用于协助患者护理（平均4.1）、改善护理（平均3.7）、改善沟通（平均4.4）、增强护理信心（平均4.2）、增加知识（平均4.6）以及将改善未来护理（平均4.5）。