Fung Cha-Chi, Relan Anju, Wilkerson LuAnn
UCLA David Geffen School of Medicine, Dean's Office/Ed&R, 60-051 CHS, Los Angeles, CA 90095-1722, USA.
Acad Med. 2007 Oct;82(10 Suppl):S97-S100. doi: 10.1097/ACM.0b013e31813ffd3a.
Although the Liaison Committee on Medical Education required U.S. medical schools to quantify students' clinical encounters, optimum patient exposure needed to predict performance has been elusive. This study explored the relationship between comprehensive patient encounters logged on personal digital assistants (PDAs) during three medicine clerkships, to performance on a clinical performance examination (CPX).
PDA log data for 166 medical students were used to identify educationally "rich" patient encounters, where students were assigned full responsibility for patient care.
Univariate regression analyses predicting the effect of immersive patient encounters on CPX case scores did not show statistical significance.
Amount of patient exposure defined by the richness of student-patient interaction did not reflect on the CPX performance for six selected cases. Further research should examine qualitatively different learning experiences occurring with patient encounters and a higher volume of exposure to predict outcomes.
尽管医学教育联络委员会要求美国医学院校量化学生的临床接触经历，但预测表现所需的最佳患者接触量一直难以确定。本研究探讨了在三个内科实习期间个人数字助理（PDA）记录的全面患者接触与临床技能考核（CPX）表现之间的关系。
使用166名医学生的PDA日志数据来识别具有教育意义的“丰富”患者接触经历，即学生被赋予对患者护理的全部责任。
预测沉浸式患者接触对CPX病例分数影响的单变量回归分析未显示出统计学意义。
由学生与患者互动丰富程度所定义的患者接触量并未反映所选六个病例的CPX表现。进一步的研究应定性地考察患者接触过程中出现的不同学习经历以及更高接触量对预测结果的影响。
