Havers Noah, Seebacher-Tomas Alvaro, Ashcroft James
Addenbrookes Hospital, Cambridge, UK.
University of Cambridge, Cambridge, UK.
Future Healthc J. 2021 Mar;8(1):e137-e141. doi: 10.7861/fhj.2020-0183.
This project involved the implementation of a simulation session followed by interviews to assess and improve foundation interim year 1 (FiY1) preparedness. The session focused on the interpretation of investigations, clinical examinations, the implementation of management plans and appropriate escalation. Preparedness was measured quantitatively using Likert-type scales and qualitatively using interviews. Following the simulation, there was a significant increase in median preparedness for giving treatment (3 vs 4; p=0.04), paperwork (2 vs 4; p=0.03) and independent, responsible working (3 vs 4.5; p=0.03), before and after, respectively. Following the FiY1 period, participants demonstrated significant improvement in median preparedness for giving treatment (3 vs 4.5; p=0.01), paperwork (2 vs 5; p=0.01), independent, responsible working (3 vs 4.5; p=0.02), and communication and teamworking (4 vs 5; p=0.01), before and after, respectively. This simulation and the FiY1 period increased preparedness. This study suggests that future medical apprenticeships should provide the same opportunities and responsibilities as the FiY1 programme.
该项目包括开展一次模拟课程，随后进行访谈，以评估和提高基础医学第一年（FiY1）的准备情况。该课程重点在于检查结果解读、临床检查、管理计划实施及合理的病情升级处理。准备情况通过李克特量表进行定量评估，并通过访谈进行定性评估。模拟课程结束后，在给予治疗的准备情况（之前为3分，之后为4分；p = 0.04）、文书工作（之前为2分，之后为4分；p = 0.03）以及独立、负责工作（之前为3分，之后为4.5分；p = 0.03）方面，中位数准备情况均有显著提高。在FiY1阶段结束后，参与者在给予治疗的准备情况（之前为3分，之后为4.5分；p = 0.01）、文书工作（之前为2分，之后为5分；p = 0.01）、独立、负责工作（之前为3分，之后为4.5分；p = 0.02）以及沟通与团队协作（之前为4分，之后为5分；p = 0.01）方面，中位数准备情况均有显著改善。此次模拟课程和FiY1阶段提高了准备情况。本研究表明，未来的医学学徒制应提供与FiY1项目相同的机会和职责。
