Griffith Max, Santen Sally A, Allan Jack, Leumas Jordan, Grace Kelsey, Lewis Nathan, Peterson William J
Department of Emergency Medicine Michigan Medicine Ann Arbor MI.
Virginia Commonwealth University School of Medicine Richmond VA.
AEM Educ Train. 2018 Nov 27;3(1):101-104. doi: 10.1002/aet2.10198. eCollection 2019 Jan.
In busy emergency departments (EDs), it can be difficult for faculty to teach students amid pressure to provide patient care and conduct research. As a result, medical student teaching may be an afterthought rather than a priority, and there is a lack of focus on how students spend their time during clinical shifts in the ED. Students want to contribute to departmental workflow, but can be hampered by systems limitations and lack of clinical knowledge. One solution is for faculty and medical students to partner to add value to patient care in the ED. However, faculty and students must be wary of the distinction between activities that add value and "scutwork," tasks that involve little learning and do not require medical expertise. In this perspective, the student, resident, and faculty authors discuss learner and educator perspectives for how medical students can be productive contributors to patient care in the ED without being subjected to scutwork. They also recommend ideas for productive student activities that promote learning, contrasted with examples of scutwork to avoid. Definitions of value-added activities and scutwork depend on the learner's experience level and interests and are subject to debate. However, if medical students can be engaged in learning while also providing meaningful contributions to patient care, students, educators, and patients stand to benefit.
在繁忙的急诊科，教员们在面临提供患者护理和开展研究的压力时，很难对学生进行教学。因此，医学生教学可能被视为事后才考虑的事情，而非优先事项，并且缺乏对学生在急诊科临床轮班期间如何利用时间的关注。学生们希望为科室的工作流程做出贡献，但可能会受到系统限制和临床知识不足的阻碍。一种解决方案是教员和医学生合作，为急诊科的患者护理增添价值。然而，教员和学生必须警惕增加价值的活动与“杂活”之间的区别，“杂活”是指那些几乎没有学习价值且不需要医学专业知识的任务。在这篇观点文章中，作为作者的学生、住院医师和教员讨论了从学习者和教育者的角度来看，医学生如何在不承担杂活的情况下成为急诊科患者护理的高效贡献者。他们还推荐了促进学习的高效学生活动的想法，并与应避免的杂活示例形成对比。增值活动和杂活的定义取决于学习者的经验水平和兴趣，并且存在争议。然而，如果医学生能够在学习的同时也为患者护理做出有意义的贡献，那么学生、教育者和患者都将从中受益。
