Hendaus Mohamed A, Khan Shabina, Osman Samar, Alsamman Yasser, Khanna Tushar, Alhammadi Ahmed H
Department of Pediatrics, General Academic Pediatrics Division, Hamad Medical Corporation, Doha, Qatar; Weill Cornell Medical College-Qatar, Al Rayyan, Qatar.
Department of Pediatrics, General Academic Pediatrics Division, Hamad Medical Corporation, Doha, Qatar.
Adv Med Educ Pract. 2016 May 19;7:287-92. doi: 10.2147/AMEP.S95559. eCollection 2016.
The average number of clerkship weeks required for the pediatric core rotation by the US medical schools is significantly lower than those required for internal medicine or general surgery.
The objective behind conducting this survey study was to explore the perceptions and expectations of medical students and pediatric physicians about the third-year pediatric clerkship.
An anonymous survey questionnaire was distributed to all general pediatric physicians at Hamad Medical Corporation and to students from Weill Cornell Medical College-Qatar.
Feedback was obtained from seven attending pediatricians (100% response rate), eight academic pediatric fellow physicians (100% response rate), 36 pediatric resident physicians (60% response rate), and 36 medical students (60% response rate). Qualitative and quantitative data values were expressed as frequencies along with percentages and mean ± standard deviation and median and range. A P-value <0.05 from a 2-tailed t-test was considered to be statistically significant. Participants from both sides agreed that medical students receive <4 hours per week of teaching, clinical rounds is the best environment for teaching, adequate bedside is provided, and that there is no adequate time for both groups to get acquainted to each other. On the other hand, respondents disagreed on the following topics: almost two-thirds of medical students perceive postgraduate year 1 and 2 pediatric residents as the best teachers, compared to 29.4% of physicians; 3 weeks of inpatient pediatric clerkship is enough for learning; the inpatient pediatric environment is safe and friendly; adequate feedback is provided by physicians to students; medical students have accessibility to physicians; students are encouraged to practice evidence-based medicine; and students get adequate exposure to multi-professional teams.
Assigning devoted physicians for education, providing proper job description or definition of the roles of medical student and physician in the pediatric team, providing more consistent feedback, and extending the duration of the pediatric clerkship can diminish the gap of perceptions and expectations between pediatric physicians and medical students.
美国医学院校儿科核心轮转所需的平均周数显著低于内科或普通外科所需的周数。
开展这项调查研究的目的是探讨医学生和儿科医生对三年级儿科实习的看法和期望。
向哈马德医疗公司的所有普通儿科医生以及威尔康乃尔医学院卡塔尔分校的学生发放了一份匿名调查问卷。
收到了7名儿科主治医生（回复率100%）、8名儿科学术专科医生（回复率100%）、36名儿科住院医生（回复率60%）和36名医学生（回复率60%）的反馈。定性和定量数据值以频率以及百分比、均值±标准差、中位数和范围表示。双侧t检验的P值<0.05被认为具有统计学意义。双方参与者一致认为医学生每周接受的教学时间不足4小时，临床查房是最佳教学环境，提供了充足的床边教学机会，且两组没有足够时间相互熟悉。另一方面，受访者在以下问题上存在分歧：近三分之二的医学生认为一年级和二年级儿科住院医生是最佳教师，而医生的这一比例为29.4%；3周的儿科住院实习足以学习；儿科住院环境安全友好；医生向学生提供了充分反馈；医学生能够接触到医生；鼓励学生践行循证医学；学生有足够机会接触多专业团队。
安排专职医生进行教学，明确医学生和医生在儿科团队中的角色的适当工作描述或定义，提供更一致的反馈，并延长儿科实习时间，可以缩小儿科医生和医学生在看法和期望上的差距。
