教育督导与基于工作场所评估的影响：对精神科受训者及其督导者的调查。

Educational supervision and the impact of workplace-based assessments: a survey of psychiatry trainees and their supervisors.

机构信息

Clinic K, Crosshouse Hospital, Ayrshire KA2 0BE, UK.

出版信息

BMC Med Educ. 2009 Jul 29;9:51. doi: 10.1186/1472-6920-9-51.

DOI:10.1186/1472-6920-9-51

PMID:19640293

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC2726139/

Abstract

BACKGROUND

Educational supervision (ES) is considered to be an essential component of basic specialist training in psychiatry in the UK. However, previous studies have indicated variation in its provision, and uncertainty about structure and content. Workplace-based assessments (WPBAs) were introduced in 2007 as part of major postgraduate medical training reform. Placing considerable time demands on trainees and supervisors alike, the extent to which WPBAs should utilise ES time has not been specified. As ES and WPBAs have discrete (although complementary) functions, there is the potential for this increased emphasis on assessment to displace other educational needs.

METHODS

All junior doctors and their educational supervisors in one UK psychiatry training scheme were surveyed both before and after the introduction of WPBAs. Frequency and duration of ES were established, and structure, content and process were ascertained. Opinions on usefulness and responsibility were sought. The usage of ES for WPBAs was also assessed.

RESULTS

The response rate of 70% showed general agreement between trainees and supervisors, but some significant discrepancies. Around 60% reported 1 hour of ES taking place weekly or 3 times per month. Most agreed that responsibility for ES should be shared equally between trainees and supervisors, and ES was largely seen as useful. Around 50% of trainees and supervisors used 25-50% of ES time for WPBAs, and this did not appear to affect the usefulness of ES or the range of issues covered.

CONCLUSION

ES continues to be an important component of psychiatric training. However, using ES for WPBAs introduces the potential for tension between trainees' education and their assessment by emphasising certain training issues at the expense of others. The impact of reduced training time, WPBAs and uncertainties over ES structure and content should be monitored to ensure that its benefits are maximised by remaining tailored to individual trainees' needs.

摘要

背景

教育监督（ES）被认为是英国精神病学基础专科培训的重要组成部分。然而，先前的研究表明其提供情况存在差异，并且其结构和内容也不确定。作为主要研究生医学培训改革的一部分，工作场所评估（WPBA）于 2007 年推出。WPBA 给学员和导师都带来了相当大的时间压力，至于 WPBA 应该利用多少 ES 时间，目前还没有具体规定。由于 ES 和 WPBA 具有不同的（尽管互补的）功能，因此评估的这种强调可能会取代其他教育需求。

方法

在 WPBA 引入之前和之后，对英国精神病学培训计划中的所有初级医生及其教育导师进行了调查。确定了 ES 的频率和持续时间，并确定了结构、内容和过程。征求了对有用性和责任的意见。还评估了 ES 在 WPBAs 中的使用情况。

结果

70%的回复率显示了学员和导师之间的普遍共识，但也存在一些显著差异。大约 60%的人报告说每周或每月进行 3 次 1 小时的 ES。大多数人同意 ES 的责任应由学员和导师平等分担，并且 ES 基本上被认为是有用的。大约 50%的学员和导师将 ES 的 25-50%用于 WPBAs，而这似乎并没有影响 ES 的有用性或涵盖的问题范围。