服务不足人群的关怀：师资发展需求评估。

Care of the underserved: faculty development needs assessment.

机构信息

Department of Pediatrics, University of Wisconsin School of Medicine and Public Health, Madison, WI 53792, USA.

出版信息

J Natl Med Assoc. 2010 Aug;102(8):713-9. doi: 10.1016/s0027-9684(15)30657-x.

DOI:10.1016/s0027-9684(15)30657-x

PMID:20806683

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC3056404/

Abstract

INTRODUCTION

Because role models are crucial to training physicians to care for the underserved, we examined pediatric faculty's knowledge, attitudes, self-efficacy, skills, and precepting behaviors regarding care for this population.

METHODS

Faculty knowledge, attitudes, self-efficacy, and skills/precepting behaviors were surveyed.

RESULTS

Fifty-five (65%) of 85 faculty responded. The mean (standard deviation) knowledge score was 5.9 (1.3) of 8 possible. More than one-third of faculty did not recognize the eligibility criteria, services, and outcomes associated with common resources serving the underserved. Overall attitudes toward underserved families were positive, mean 3.3 (0.3), as was mean self-efficacy, 3.0 (0.7). Self-efficacy was lowest for accessing community resources for underserved families, 2.4 (0.7). Although most faculty performed the surveyed skills, fewer than 50% reported, precepting of these same skills with students. Precepting was lowest for accessing public and community resources.

CONCLUSIONS

Low rates of student precepting as well as specific knowledge and self-efficacy deficits highlight potential targets for faculty development.

摘要

简介

由于榜样对于培训医生关爱服务不足人群至关重要，我们研究了儿科教师在该人群护理方面的知识、态度、自我效能感、技能和指导行为。

方法

对教师的知识、态度、自我效能感和技能/指导行为进行了调查。

结果

85 名教师中有 55 名（65%）做出了回应。知识得分的平均值（标准差）为 8 分中的 5.9（1.3）分。超过三分之一的教师不了解为服务不足人群提供服务的资格标准、服务和结果。对服务不足家庭的总体态度是积极的，平均得分为 3.3（0.3），自我效能感的平均得分为 3.0（0.7）。自我效能感在获取服务不足家庭的社区资源方面最低，为 2.4（0.7）。尽管大多数教师都具备所调查的技能，但报告指导学生这些技能的比例不到 50%。指导在获取公共和社区资源方面的比例最低。