Stallworth Leila E, Palladino Christie, Leggio Lisa E, Hudson Valera L, Elam Rachel E, Richardson Deborah S
a Department of Pediatrics , Georgia Regents University , Augusta , Georgia , USA.
Teach Learn Med. 2014;26(3):225-9. doi: 10.1080/10401334.2014.910123.
New developments in Subinternship curricula attempt to establish self-directed learning skills that will translate into the 1st year of residency. However, we know little about how well senior medical students' self-directed learning goals match with what is expected of them in residency.
We designed a mixed-methods study to examine the goals set by senior students at Georgia Health Sciences University on Pediatric Subinternship and to determine how those goals relate to the 6 Accreditation Council for Graduate Medical Education (ACGME) competencies.
We used an iterative process to categorize self-directed learning goals on Pediatric Subinternships (n=188 goals generated by 57 senior students) by (a) the 6 ACGME competencies and (b) general or specific goals. We used tests of association and multivariate modeling to compare goal categories by clinical site and time of year.
There were 56.3% of goals addressing patient care. Professionalism and systems-based practice goals were rare. Of the goals, 72% were general, but goals written by students at the newborn nursery and neonatal intensive care unit sites were significantly more likely to be specific than goals written by students on the general inpatient subinternship.
The overwhelming majority of senior medical student goals on a Pediatric Subinternship are general and related to patient care. Students may need assistance with developing more specific goals in all 6 competencies. Our findings suggest that understanding and incorporating students' learning goals may be important for enhancing the potential effectiveness of transition-to-residence curricula.
实习前课程的新发展试图培养自我导向学习技能，这些技能将应用于住院医师培训的第一年。然而，我们对高年级医学生的自我导向学习目标与住院医师培训中对他们的期望匹配程度了解甚少。
我们设计了一项混合方法研究，以检查佐治亚医科大学高年级学生在儿科实习前设定的目标，并确定这些目标与研究生医学教育认证委员会（ACGME）的6项能力要求之间的关系。
我们采用迭代过程，根据（a）ACGME的6项能力要求和（b）一般或具体目标，对儿科实习前的自我导向学习目标（57名高年级学生提出的188个目标）进行分类。我们使用关联测试和多变量建模，按临床地点和年份比较目标类别。
56.3%的目标涉及患者护理。职业素养和基于系统的实践目标很少。在这些目标中，72%是一般性的，但新生儿病房和新生儿重症监护病房的学生所写的目标比普通住院实习学生所写的目标更有可能是具体的。
儿科实习前高年级医学生的绝大多数目标是一般性的，且与患者护理相关。学生们可能需要在所有6项能力要求方面制定更具体目标的帮助。我们的研究结果表明，理解并纳入学生的学习目标可能对提高向住院医师过渡课程的潜在效果很重要。
