急诊医学实习中的反馈。
Feedback in the emergency medicine clerkship.
机构信息
Ohio State University, College of Medicine, Columbus, Ohio.
出版信息
West J Emerg Med. 2011 Nov;12(4):537-42. doi: 10.5811/westjem.2010.9.2014.
OBJECTIVE
Feedback is a technique used in medical education to help develop and improve clinical skills. A comprehensive review article specifically intended for the emergency medicine (EM) educator is lacking, and it is the intent of this article to provide the reader with an in-depth, up-to-date, and evidence-based review of feedback in the context of the EM clerkship.
METHODS
The review article is organized in a progressive manner, beginning with the definition of feedback, the importance of feedback in medical education, the obstacles limiting the effective delivery of feedback, and the techniques to overcome these obstacles then follows. The article concludes with practical recommendations to implement feedback in the EM clerkship. To advance the literature on feedback, the concept of receiving feedback is introduced.
RESULTS
The published literature regarding feedback is limited but generally supportive of its importance and effectiveness. Obstacles in the way of feedback include time constraints, lack of direct observation, and fear of negative emotional responses from students. Feedback should be timely, expected, focused, based on first-hand data, and limited to behaviors that are remediable. Faculty development and course structure can improve feedback in the EM clerkship. Teaching students to receive feedback is a novel educational technique that can improve the feedback process.
CONCLUSION
Feedback is an important educational technique necessary to improve clinical skills. Feedback can be delivered effectively in the EM clerkship.
目的
反馈是医学教育中用于帮助发展和提高临床技能的一种技术。目前缺乏专门针对急诊医学（EM）教育者的全面综述文章，本文旨在为读者提供深入、最新且基于证据的 EM 实习中反馈的综述。
方法
本文按照递进的方式进行组织，首先介绍反馈的定义，反馈在医学教育中的重要性，限制有效反馈传递的障碍，以及克服这些障碍的技巧。最后，文章提出了在 EM 实习中实施反馈的实用建议。为了推进反馈方面的文献，本文引入了接受反馈的概念。
结果
关于反馈的已发表文献有限，但普遍支持其重要性和有效性。反馈的障碍包括时间限制、缺乏直接观察以及担心学生产生负面情绪反应。反馈应及时、可预期、有重点、基于第一手数据，并限于可纠正的行为。教师发展和课程结构可以改善 EM 实习中的反馈。教学生接受反馈是一种提高反馈过程的新的教育技术。
结论
反馈是提高临床技能所必需的重要教育技术。反馈可以在 EM 实习中有效地进行。
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