将教育与质量相联系：让医学生参与循证临床决策支持工具的开发
Connecting Education to Quality: Engaging Medical Students in the Development of Evidence-Based Clinical Decision Support Tools.
作者信息
Crabtree Elizabeth A, Brennan Emily, Davis Amanda, Squires Jerry E
机构信息
E.A. Crabtree is currently director, Clinical Integration and Evidence-Based Practice, assistant professor, Department of Medical Informatics and Clinical Epidemiology, Oregon Health and Science University, Portland, Oregon, and PhD candidate, University of Texas School of Public Health, Houston, Texas. At the time of writing, E.A. Crabtree was director, Center for Evidence-Based Practice (now known as the Value Institute), assistant professor, Department of Library and Information Sciences and Department of Public Health Sciences, Medical University of South Carolina, Charleston, South Carolina, and PhD candidate, University of Texas School of Public Health, Houston, Texas. E. Brennan is research informationist and assistant professor, Department of Library Science and Informatics and Department of Pediatrics, Medical University of South Carolina, Charleston, South Carolina. A. Davis is clinical evidence-based practice analyst, Center for Evidence-Based Practice (now known as the Value Institute), Medical University of South Carolina, Charleston, South Carolina. J.E. Squires is medical director of transfusion medicine and associate professor, Department of Pathology and Laboratory Medicine, Medical University of South Carolina, Charleston, South Carolina.
出版信息
Acad Med. 2017 Jan;92(1):83-86. doi: 10.1097/ACM.0000000000001326.
PROBLEM
Evidence-based practice (EBP) skills are crucial for delivering high-quality patient care. It is essential that medical students learn EBP concepts through a practical, in-depth research project. To date, literature on preparing students in this manner is limited.
APPROACH
In academic year 2014-2015, the Medical University of South Carolina's (MUSC's) Center for Evidence-Based Practice (now known as the Value Institute) partnered with College of Medicine faculty to revitalize the undergraduate medical student EBP curriculum. Without adding to the number of the lecture hours, the curriculum was restructured to be more process driven, project based, and clinically relevant. The resulting yearlong EBP course partnered small teams of medical students with interprofessional clinical teams to engage the students in developing evidence-based clinical decision support tools.
OUTCOMES
The content developed during the EBP projects is currently being used to develop evidence-based clinical practice guidelines and accompanying order sets.
NEXT STEPS
It is likely that this model will serve as a new framework for guideline development and will greatly expand the breadth of evidence-based content currently produced and available for clinicians at the MUSC. It would be feasible to offer a similar course within the MUSC to other disciplines and colleges, or at other institutions, if there were support from administration, interest on the part of clinicians and medical faculty, and individuals with the required expertise available to develop the curriculum and facilitate the course. It is worth considering how to improve the course and evaluating opportunities to implement it within other settings.
问题
循证实践（EBP）技能对于提供高质量的患者护理至关重要。医学生通过实际的、深入的研究项目学习EBP概念至关重要。迄今为止，以这种方式培养学生的文献有限。
方法
在2014 - 2015学年，南卡罗来纳医科大学（MUSC）的循证实践中心（现称为价值研究所）与医学院教师合作，振兴本科医学生的EBP课程。在不增加讲座时长的情况下，课程进行了重新架构，使其更具过程驱动性、基于项目且与临床相关。由此产生的为期一年的EBP课程将医学生小组与跨专业临床团队配对，让学生参与开发循证临床决策支持工具。
成果
EBP项目期间开发的内容目前正用于制定循证临床实践指南及配套医嘱集。
下一步
这种模式很可能会成为指南制定的新框架，并将极大地扩展目前为MUSC临床医生提供的循证内容的广度。如果有行政部门的支持、临床医生和医学教师的兴趣以及具备开发课程和推动课程所需专业知识的人员，那么在MUSC为其他学科和学院或在其他机构提供类似课程是可行的。值得考虑如何改进该课程并评估在其他环境中实施该课程的机会。
Zotero 插件