Department of Anesthesiology Critical Care Medicine, Children's Hospital Los Angeles, University of Southern California Keck School of Medicine, Los Angeles, California, USA.
Department of Anesthesiology, Queens Medical Center, Honolulu, Hawaii, USA.
Paediatr Anaesth. 2021 Jan;31(1):92-102. doi: 10.1111/pan.14059. Epub 2020 Dec 5.
Struggling learners often require interventions that are time-consuming and emotionally exhausting for both the trainee and faculty. Numerous barriers, including lack of resources, faculty development, and fear of legal retribution, can impede medical educators from developing and implementing robust remediation plans. Despite the large volume of literature citing professionalism education and the "hidden curriculum" as problem areas in medical education, frontline educators lack practical tools and empowerment to address unprofessionalism in trainees. The paucity of resources in this arena has led to decreased job satisfaction, increased burnout, and an exodus from academic medicine. Department leadership acknowledgment and investment in training faculty on remediation strategies for learners in difficulty and providing tools to meet these challenging job demands will improve faculty's job satisfaction and overall well-being. The authors review salient literature and methodology for diagnosing learners in difficulty, with focus on a high-yield, pragmatic approach that can be taken by medical training programs, including those that lack a robust medical education infrastructure.
学习困难的学生通常需要干预，这对学员和教师来说都是既费时又费精力的。许多障碍，包括资源匮乏、教师发展和对法律追究的恐惧，可能会阻碍医学教育工作者制定和实施强有力的补救计划。尽管大量文献指出专业教育和“隐性课程”是医学教育中的问题领域，但一线教育工作者缺乏实用工具和权力来解决学员的不专业行为。该领域资源匮乏导致工作满意度下降、倦怠增加以及学术医学人才流失。系领导承认并投资于培训教师，让他们掌握针对有困难的学习者的补救策略，并提供工具来满足这些具有挑战性的工作需求，这将提高教师的工作满意度和整体幸福感。作者回顾了诊断学习困难的学生的相关文献和方法，重点介绍了一种高收益、实用的方法，医学培训项目，包括那些缺乏强大的医学教育基础设施的项目，可以采用这种方法。
