Education Centre, Faculty of Medicine, Dentistry and Health Sciences, University of Western Australia, Perth, Australia.
Med Educ Online. 2009 Sep 20;14:14. doi: 10.3885/meo.2009.F0000221.
The essential procedural skills that newly graduated doctors require are rarely defined, do not take into account pre-vocational employer expectations, and differ between Universities. This paper describes how one Faculty used local evaluation data to drive curriculum change and implement a clinically integrated, multi-professional skills program. A curriculum restructure included a review of all undergraduate procedural skills training by academic staff and clinical departments, resulting in a curriculum skills map. Undergraduate training was then linked with postgraduate expectations using the Delphi process to identify the skills requiring structured standardised training. The skills program was designed and implemented without a dedicated simulation center. This paper shows the benefits of an alternate model in which clinical integration of training and multi-professional collaboration encouraged broad ownership of a program and, in turn, impacted the clinical experience obtained.
新毕业医生所需的基本程序技能很少被定义，也没有考虑到岗前雇主的期望，而且在不同的大学之间也存在差异。本文描述了一个学院如何利用当地的评估数据来推动课程改革和实施临床综合、多专业技能项目。课程结构调整包括由学术人员和临床部门对所有本科程序技能培训进行审查，从而制定课程技能图。然后使用德尔菲法将本科培训与研究生期望联系起来，确定需要进行结构化标准化培训的技能。该技能项目的设计和实施没有专用的模拟中心。本文展示了一种替代模式的好处，即培训的临床整合和多专业合作鼓励了对项目的广泛认可，并进而影响了所获得的临床经验。
