Cayley William E
MDiv, UW Health Augusta Family Medicine Clinic, 207 W Lincoln St, Augusta, WI 54722, USA.
WMJ. 2011 Aug;110(4):178-81; quiz 203.
Educating medical students and residents in the office presents the challenges of providing quality medical care, maintaining efficiency, and incorporating meaningful education for learners. Numerous teaching strategies to address these challenges have been described in the medical educational literature, but only a few teaching strategies have been evaluated for their impact on education and office practice.
Literature on the impact of office-based teaching strategies on educational outcomes and on office efficiency was selected from a Pub Med search, from review of references in retrieved articles, and from the author's personal files.
Two teaching strategies, "one-minute preceptor" (OMP) and "SNAPPS," have been shown to improve educational processes and outcomes. Two additional strategies, "Aunt Minnie" pattern recognition and "activated demonstration," show promise but have not been fully evaluated. None of these strategies has been shown to improve office efficiency.
OMP and SNAPPS are strategies that can be used in office precepting to improve educational processes and outcomes, while pattern recognition and activated demonstration show promise but need further assessment. Additional areas of research also are suggested.
在门诊为医学生和住院医师提供教育面临着诸多挑战，包括提供高质量医疗服务、保持工作效率以及为学习者融入有意义的教育内容。医学教育文献中描述了许多应对这些挑战的教学策略，但只有少数教学策略的教育效果及其对门诊工作的影响得到了评估。
通过PubMed检索、查阅检索文章中的参考文献以及作者个人文档，选取了关于门诊教学策略对教育成果和门诊效率影响的文献。
“一分钟带教”（OMP）和“SNAPPS”这两种教学策略已被证明能改善教育过程和成果。另外两种策略，即“Aunt Minnie”模式识别和“激活演示”，虽有前景但尚未得到充分评估。这些策略均未被证明能提高门诊效率。
OMP和SNAPPS是可用于门诊带教以改善教育过程和成果的策略，而模式识别和激活演示虽有前景但需要进一步评估。此外还提出了其他研究领域。
