住院医师对综合纵向课程的认知：一项定性研究。

Residents' perceptions of an integrated longitudinal curriculum: a qualitative study.

作者信息

Lubitz Rebecca, Lee Joseph, Hillier Loretta M

机构信息

Andrew Street Family Health Centre, Kitchener, ON.

McMaster University, Hamilton, ON; Centre for Family Medicine, Waterloo Region, ON.

出版信息

Can Med Educ J. 2015 Dec 11;6(2):e29-40. eCollection 2015.

PMID:27004074

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC4795081/

Abstract

BACKGROUND

The purpose of this study was to explore family medicine residents' perceptions of a newly restructured integrated longitudinal curriculum.

METHOD

A purposeful sample of 16 family medicine residents participated in focus group interviews conducted from a grounded theory perspective to identify the characteristics of this training model that contribute to and that challenge learning.

RESULTS

Eight key themes were identified: continuity of care, relevance to family medicine, autonomy, program-focused preparation, professional development as facilitated by role modeling, patient volume, clarity of expectations for learners, and logistics. Positive learning experiences were marked by high levels of autonomy, continuity, and relevance to family medicine. Less favorable learning experiences were characterized by limited opportunities for continuity of care, limited relevance to family medicine practice and unclear expectations for the resident's role. Family physician-led learning experiences contributed to residents' understanding of the full scope of family medicine practice, more so than specialist-led experiences. The logistics of implementing the integrated block were challenging and negatively impacted continuity and learning.

CONCLUSIONS

This study suggests that an integrated longitudinalized family medicine block training model has the potential to support the principles of a longitudinal integrated competency-based curriculum to effectively prepare residents for family medicine practice.

摘要

背景

本研究旨在探讨家庭医学住院医师对新重组的综合纵向课程的看法。

方法

从扎根理论的角度，对16名家庭医学住院医师进行了有目的抽样，参与焦点小组访谈，以确定该培训模式中有助于学习和对学习构成挑战的特征。

结果

确定了八个关键主题：医疗连续性、与家庭医学的相关性、自主性、以项目为重点的准备、通过榜样示范促进专业发展、患者数量、对学习者期望的清晰度以及后勤保障。积极的学习体验以高度的自主性、连续性以及与家庭医学的相关性为特征。不太理想的学习体验的特点是医疗连续性机会有限、与家庭医学实践的相关性有限以及对住院医师角色的期望不明确。由家庭医生主导的学习体验比专科医生主导的体验更有助于住院医师理解家庭医学实践的全貌。实施综合模块的后勤保障具有挑战性，并对连续性和学习产生了负面影响。