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医学教育专家对急诊医学住院医师进行跟班观察,以提供关于基于非医学知识的美国研究生医学教育认证委员会(ACGME)子能力的反馈。

Shadowing emergency medicine residents by medical education specialists to provide feedback on non-medical knowledge-based ACGME sub-competencies.

作者信息

Waterbrook Anna L, Spear Ellinwood Karen C, Pritchard T Gail, Bertels Karen, Johnson Ariel C, Min Alice, Stoneking Lisa R

机构信息

Department of Emergency Medicine, The University of Arizona College of Medicine, Tucson, AZ, USA.

Department of Obstetrics and Gynecology, The University of Arizona College of Medicine, Tucson, AZ, USA.

出版信息

Adv Med Educ Pract. 2018 May 4;9:307-315. doi: 10.2147/AMEP.S151216. eCollection 2018.

Abstract

OBJECTIVE

Non-medical knowledge-based sub-competencies (multitasking, professionalism, accountability, patient-centered communication, and team management) are challenging for a supervising emergency medicine (EM) physician to evaluate in real-time on shift while also managing a busy emergency department (ED). This study examines residents' perceptions of having a medical education specialist shadow and evaluate their nonmedical knowledge skills.

METHODS

Medical education specialists shadowed postgraduate year 1 and postgraduate year 2 EM residents during an ED shift once per academic year. In an attempt to increase meaningful feedback to the residents, these specialists evaluated resident performance in selected non-medical knowledge-based Accreditation Council of Graduate Medical Education (ACGME) sub-competencies and provided residents with direct, real-time feedback, followed by a written evaluation sent via email. Evaluations provided specific references to examples of behaviors observed during the shift and connected these back to ACGME competencies and milestones.

RESULTS

Twelve residents participated in this shadow experience (six post graduate year 1 and six postgraduate year 2). Two residents emailed the medical education specialists ahead of the scheduled shadow shift requesting specific feedback. When queried, five residents voluntarily requested their feedback to be included in their formal biannual review. Residents received milestone scores and narrative feedback on the non-medical knowledge-based ACGME sub-competencies and indicated the shadow experience and subsequent feedback were valuable.

CONCLUSION

Medical education specialists who observe residents over the course of an entire shift and evaluate non-medical knowledge-based skills are perceived by EM residents to provide meaningful feedback and add valuable information for the biannual review process.

摘要

目的

基于非医学知识的子能力(多任务处理、职业素养、责任心、以患者为中心的沟通和团队管理)对于急诊医学(EM)主治医师来说,在轮班期间进行实时评估具有挑战性,同时还要管理繁忙的急诊科(ED)。本研究调查住院医师对有医学教育专家进行跟班观察的看法,并评估他们的非医学知识技能。

方法

医学教育专家在每个学年的一次急诊科轮班期间,对第一年和第二年的急诊医学住院医师进行跟班观察。为了增加对住院医师有意义的反馈,这些专家评估住院医师在选定的基于非医学知识的毕业后医学教育认证委员会(ACGME)子能力方面的表现,并向住院医师提供直接的实时反馈,随后通过电子邮件发送书面评估。评估提供了轮班期间观察到的行为示例的具体参考,并将这些与ACGME能力和里程碑联系起来。

结果

12名住院医师参与了此次跟班观察体验(6名第一年住院医师和6名第二年住院医师)。两名住院医师在预定的跟班观察轮班前给医学教育专家发电子邮件,要求提供具体反馈。当被询问时,5名住院医师自愿要求将他们的反馈纳入正式的半年期评估中。住院医师收到了关于基于非医学知识的ACGME子能力的里程碑分数和叙述性反馈,并表示跟班观察体验及随后的反馈很有价值。

结论

急诊医学住院医师认为,在整个轮班过程中观察住院医师并评估基于非医学知识技能的医学教育专家能提供有意义的反馈,并为半年期评估过程增添有价值的信息。

https://cdn.ncbi.nlm.nih.gov/pmc/blobs/b317/5942177/d5937fd68a83/amep-9-307Fig1.jpg

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