负担、责任和回报：导师在纵向综合实习中连续性教学的体验。
Burden, responsibility, and reward: preceptor experiences with the continuity of teaching in a longitudinal integrated clerkship.
机构信息
University of California, San Francisco, School of Medicine, Office of Medical Education, 185 Berry St., Suite 5350, Box 3202, San Francisco, CA 94143-3202, USA.
出版信息
Acad Med. 2009 Oct;84(10 Suppl):S50-3. doi: 10.1097/ACM.0b013e3181b38b01.
BACKGROUND
To address challenges to clinical education, clerkships should be designed to promote continuity of educational experiences including continuity in teaching. Yet, little is known about how continuity in teaching impacts clinical teachers. Experiences of clinical teachers who precept students during a longitudinal integrated clerkship (LIC) must be examined.
METHOD
The authors interviewed 27 preceptors who could compare their LIC with traditional clerkship teaching experiences.
RESULTS
Teaching during an LIC had a significant impact on preceptors' time, effort, and clinic responsibilities. Preceptors felt they bore sole responsibility for teaching a discipline and ensuring students' learning, and they experienced a deep sense of reward observing students' growth.
CONCLUSIONS
To support and sustain the reward of LIC teaching for faculty, LIC developers should focus on targeted faculty development and resource allocation to clinical teaching.
背景
为了解决临床教育面临的挑战，实习课程的设计应促进教育经验的连续性，包括教学的连续性。然而，对于教学连续性如何影响临床教师，我们知之甚少。必须研究在纵向综合实习（LIC）期间指导学生的临床教师的经验。
方法
作者采访了 27 名带教老师，他们可以将自己的 LIC 与传统实习教学经验进行比较。
结果
在 LIC 期间教学对带教老师的时间、精力和诊所责任有重大影响。带教老师认为他们对教授一门学科和确保学生的学习负有全部责任，并且他们在观察学生的成长时感受到了深深的成就感。
结论
为了支持和维持教职员工 LIC 教学的回报，LIC 开发者应该专注于有针对性的教师发展和临床教学资源分配。
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