一种研究医师助理学生对带教老师工作效率影响的方法。
A Method to Study the Effect of a Physician Assistant Student on Preceptor Productivity.
作者信息
Evans Timothy C, Wick Keren H, Andrilla C Holly A, Skaggs Steven A, Burgin Tiffani
机构信息
Timothy C. Evans, MD, PhD, is an associate professor of medicine and senior medical director for MEDEX Northwest at the University of Washington, Seattle, Washington. Keren H. Wick, PhD, is an associate professor of family medicine and the director of research and graduate programs for MEDEX Northwest at the University of Washington, Seattle, Washington. C. Holly A. Andrilla, MS, is a research biostatistician for the Department of Family Medicine at the University of Washington, Seattle, Washington. Steven A. Skaggs, MPAS, PA-C, is an assistant professor of PA Studies at the University of Texas Health Science Center San Antonio, San Antonio, Texas. Tiffani Burgin, MPAS, PA-C, is an assistant professor of PA Studies and the clinical coordinator at the University of Texas Health Science Center San Antonio, San Antonio, Texas.
出版信息
J Physician Assist Educ. 2018 Dec;29(4):205-210. doi: 10.1097/JPA.0000000000000220.
PURPOSE
Guided clinical experience is a critical component of a physician assistant (PA) student's education. However, clinical precepting is strongly perceived to have deleterious effects on productivity. In this study, we sought to test a method for evaluating the effect that PA students have on clinical productivity.
METHODS
We recruited 14 family medicine preceptors and second-year PA students from 2 programs, the University of Washington (UW) and the University of Texas Health Science Center San Antonio (UT). We collected productivity data during 3 weeks of preceptor clinical practice-one week without a PA student present and 2 weeks with a PA student present (one week early in the student's family medicine clinical rotation and a second week late in the rotation). We collected preceptor demographic data, patient characteristics, and the primary outcome-relative value units (RVUs) per preceptor per half-day during the 3 data collection weeks. At the end of the study, we asked preceptors about the ease of data collection and any negative effects of the study itself on their clinical productivity.
RESULTS
No significant differences were found in preceptor demographics or in patient characteristics, numbers of patients, or RVUs per patient seen in any of the weeks or between UW and UT. In this pilot study, no significant differences were seen in RVUs per preceptor per half-day between the 3 weeks of observation or between UW and UT.
CONCLUSION
In this pilot study, the protocol was straightforward, unintrusive, and preliminarily showed no significant effects of a PA student on preceptor productivity.
目的
指导性临床经验是医师助理（PA）学生教育的关键组成部分。然而，临床带教被强烈认为会对工作效率产生有害影响。在本研究中，我们试图测试一种评估PA学生对临床工作效率影响的方法。
方法
我们从华盛顿大学（UW）和德克萨斯大学圣安东尼奥健康科学中心（UT）的两个项目中招募了14名家庭医学带教教师和二年级PA学生。我们在带教教师临床实践的3周内收集工作效率数据——一周没有PA学生在场，两周有PA学生在场（一周在学生家庭医学临床轮转早期，另一周在轮转后期）。我们收集了带教教师的人口统计学数据、患者特征以及在3个数据收集周内每位带教教师每半天的主要结果——相对价值单位（RVUs）。在研究结束时，我们询问带教教师数据收集的难易程度以及研究本身对其临床工作效率的任何负面影响。
结果
在带教教师的人口统计学、患者特征、患者数量或任何一周内或UW与UT之间每位患者的RVUs方面均未发现显著差异。在这项试点研究中，在3周观察期内或UW与UT之间，每位带教教师每半天的RVUs没有显著差异。
结论
在这项试点研究中，该方案简单明了、不具侵扰性，初步显示PA学生对带教教师的工作效率没有显著影响。
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