Lee Fa-Yauh, Yang Ying-Ying, Hsu Hui-Chi, Chuang Chiao-Lin, Lee Wei-Shin, Chang Ching-Chih, Huang Chia-Chang, Chen Jaw-Wen, Cheng Hao-Min, Jap Tjin-Shing
Department of Medicine, Taipei Veterans General Hospital, Taipei, Taiwan.
BMJ Open. 2011 Nov 24;1(2):e000200. doi: 10.1136/bmjopen-2011-000200. Print 2011.
Objective The six core competencies designated by Accreditation Council for Graduate Medical Education (ACGME) are essential for establishing a patient centre holistic medical system. The authors developed a faculty programme to promote the postgraduate year 1 (PGY(1)) resident, ACGME six core competencies. The study aims to assess the clinical instructors' perception, attitudes and subjective impression towards the various sessions of the 'faculty development programme for teaching ACGME competencies.' Methods During 2009 and 2010, 134 clinical instructors participated in the programme to establish their ability to teach and assess PGY(1) residents about ACGME competencies. Results The participants in the faculty development programme reported that the skills most often used while teaching were learnt during circuit and itinerant bedside, physical examination teaching, mini-clinical evaluation exercise (mini-CEX) evaluation demonstration, training workshop and videotapes of 'how to teach ACGME competencies.' Participants reported that circuit bedside teaching and mini-CEX evaluation demonstrations helped them in the interpersonal and communication skills domain, and that the itinerant teaching demonstrations helped them in the professionalism domain, while physical examination teaching and mini-CEX evaluation demonstrations helped them in the patients' care domain. Both the training workshop and videotape session increase familiarity with teaching and assessing skills. Participants who applied the skills learnt from the faculty development programme the most in their teaching and assessment came from internal medicine departments, were young attending physician and had experience as PGY(1) clinical instructors. Conclusions According to the clinical instructors' response, our faculty development programme effectively increased their familiarity with various teaching and assessment skills needed to teach PGY(1) residents and ACGME competencies, and these clinical instructors also then subsequently apply these skills.
目的 研究生医学教育认证委员会（ACGME）指定的六项核心能力对于建立以患者为中心的整体医疗系统至关重要。作者制定了一项教师培训计划，以促进一年级住院医师（PGY(1)）具备ACGME的六项核心能力。本研究旨在评估临床教师对“ACGME能力教学教师发展计划”各环节的看法、态度和主观印象。方法 在2009年和2010年期间，134名临床教师参与了该计划，以培养他们教授和评估PGY(1)住院医师ACGME能力的能力。结果 参与教师发展计划的人员报告称，教学中最常用的技能是在巡回床边教学、体格检查教学、迷你临床评估练习（mini-CEX）评估示范、培训工作坊以及“如何教授ACGME能力”的录像带中学到的。参与者表示，巡回床边教学和mini-CEX评估示范在人际沟通技能领域对他们有帮助，巡回教学示范在专业素养领域对他们有帮助，而体格检查教学和mini-CEX评估示范在患者护理领域对他们有帮助。培训工作坊和录像带课程都增加了对教学和评估技能的熟悉程度。在教学和评估中最常应用从教师发展计划中学到技能的参与者来自内科，是年轻的主治医师，并且有担任PGY(1)临床教师的经验。结论 根据临床教师的反馈，我们的教师发展计划有效地提高了他们对教授PGY(1)住院医师和ACGME能力所需的各种教学和评估技能的熟悉程度，并且这些临床教师随后也应用了这些技能。
