Warren Alpert Medical School of Brown University, Providence, Rhode Island 02912, USA.
Acad Med. 2011 May;86(5):628-39. doi: 10.1097/ACM.0b013e318212e36c.
To systematically review and describe published interventions about teaching continuity-of-care best practices, embodied by transitional care, to physician-trainees and physicians.
The authors performed a systematic review of interventions indexed in PubMed, ISI Web of Science, Educational Resources Information Center, professional society Web sites, education databases, and hand-selected references. English-language articles published between 1973 and 2010 that demonstrated purposeful, directed education of physician-trainees and physicians on topics consistent with the contemporary definition of transitional care were included. Abstracted data included intended audience, duration/intensity, objectives, resources used, learner assessment, and curricular evaluation method.
A dramatic increase in the number of published interventions teaching transitional care was noted in the last 10 years. Learners included preclinical medical students through attending physicians and also included allied health professionals. Brief, self-limited interactions in large groups were the most frequent mode of interaction. A wide array of objectives and resources used were represented. Most interventions provided a method for assessing knowledge acquisition by the learner; however, few interventions provided a mechanism for eliciting feedback from learners.
Proficiency in providing transitional care is an essential skill for medical practitioners. Historically, there have been few curricular interventions teaching this topic; however, recently a dramatic increase in the number of interventions has occurred. A diverse range of learners, modes of delivery, and intended objectives are represented. In establishing a pooled description of published interventions, this review provides a comprehensive and novel resource for educators charged with designing curricula for all medical professionals.
系统回顾和描述已发表的关于向医师培训生和医师传授以过渡护理为代表的连续性护理最佳实践的干预措施。
作者对 PubMed、ISI Web of Science、教育资源信息中心、专业学会网站、教育数据库以及手工选择的参考文献中索引的干预措施进行了系统回顾。纳入的英文文章发表于 1973 年至 2010 年之间，明确针对与当代过渡护理定义一致的主题对医师培训生和医师进行有目的、有针对性的教育。提取的数据包括目标人群、持续时间/强度、目标、使用的资源、学习者评估和课程评估方法。
过去 10 年中，发表的教授过渡护理的干预措施数量显著增加。学习者包括从医学生到主治医生在内的临床前医学学生，也包括联合健康专业人员。最常见的互动模式是在大群体中进行短暂的、自我限制的互动。涉及到广泛的目标和使用的资源。大多数干预措施都提供了一种评估学习者知识获取的方法；然而，很少有干预措施提供了从学习者那里获得反馈的机制。
熟练提供过渡护理是医疗从业者的一项基本技能。从历史上看，教授这一主题的课程干预措施很少；然而，最近这方面的干预措施数量急剧增加。代表了不同类型的学习者、传递模式和预期目标。通过对已发表的干预措施进行综合描述，本综述为负责为所有医疗专业人员设计课程的教育工作者提供了一个全面且新颖的资源。
