van de Mortel Thea F, Trigger Robert, Ahern Christine, Bird Jennifer
North Coast GP Training, School of Health and Human Sciences, Southern Cross University, Australia.
Educ Prim Care. 2013 May;24(3):165-72. doi: 10.1080/14739879.2013.11494167.
To evaluate a community engaged vertically integrated teaching and learning pilot project.
Thematic analysis of focus group interviews was used to examine 27 general practitioners' (GPs'), registrars' and medical students' perceptions of a vertically integrated workshop in adolescent health and subsequent small group health education sessions at two secondary schools. Pre- and postintervention surveys were used to measure changes to participants' knowledge, confidence, and attitudes towards registrars and students teaching in general practice.
Knowledge scores (7.46 ± 1.17 vs 9.54 ± 1.17; t = -9.6, P <0.001), and scores on the Confidence to Teach (3.34 ± 0.51 vs 4.09 ± 0.33; t = -6.61, P <0.001), and Vertically Integrated Teaching (4.01 ± 0.40 vs 4.30 ± 0.42; t = -3.45, P <0.05) scales increased significantly following the intervention. Scale reliability ranged from 0.74 to 0.87. Participants enjoyed the collegiality of learning together in a vertically integrated model. The experience stimulated self-reflection on teaching skills and a desire for peer review of teaching. Suggestions for improving the intervention included building a clearer link between the facilitation skills learnt in the school setting and how to implement them in general practice, and providing more targeted support for GPs on facilitating sessions with multiple levels of learner involved.
A community-engaged vertically integrated teaching and learning model has the potential to increase participants' confidence to teach in small groups, and create a more positive perception of registrars and students teaching in general practice. The concept would benefit from further longitudinal research with a wider sample.
评估一个社区参与的纵向整合教学试点项目。
采用焦点小组访谈的主题分析法，考察27名全科医生（GP）、住院医生和医学生对青少年健康纵向整合工作坊以及随后在两所中学开展的小组健康教育课程的看法。干预前后的调查用于衡量参与者在知识、信心以及对住院医生和医学生在全科医疗教学方面的态度上的变化。
干预后，知识得分（7.46±1.17对9.54±1.17；t = -9.6，P <0.001）、教学信心得分（3.34±0.51对4.09±0.33；t = -6.61，P <0.001）和纵向整合教学得分（4.01±0.40对4.30±0.42；t = -3.45，P <0.05）显著提高。量表信度在0.74至0.87之间。参与者喜欢纵向整合模式下共同学习的合作氛围。该经历激发了对教学技能的自我反思以及对教学同行评审的渴望。改进干预措施的建议包括在学校环境中学到的促进技能与如何在全科医疗中实施之间建立更清晰的联系，以及为全科医生在组织有多层次学习者参与的课程方面提供更有针对性的支持。
社区参与的纵向整合教学模式有可能提高参与者在小组教学中的信心，并对住院医生和医学生在全科医疗教学方面产生更积极的看法。该概念将受益于更广泛样本的进一步纵向研究。
