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让患者参与临床营养实习医生评估：一项试点干预措施。

Engaging Patients in Trainee Evaluations in Clinical Nutrition: a Pilot Intervention.

作者信息

Steinberg Daphna J, Vandenbussche Katherine

机构信息

Sunnybrook Health Sciences Centre, 2075 Bayview Avenue, Room M4115, Toronto, ON M4N 3M5 Canada.

Michael Garron Hospital, Toronto East Health Network, 825 Coxwell Avenue, East York, ON M4C 3E7 Canada.

出版信息

Med Sci Educ. 2018 Dec 12;29(1):57-60. doi: 10.1007/s40670-018-00672-3. eCollection 2019 Mar.

DOI:10.1007/s40670-018-00672-3
PMID:34457450
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC8368267/
Abstract

BACKGROUND

Health professions trainee feedback rarely includes the patient voice, despite patients being experts in their own experience. Research supports including the patient voice; however, literature on the value of in-practice patient feedback is lacking.

ACTIVITY

A form was designed and implemented for patients to evaluate dietetic interns teaching a group class. Interns were surveyed to provide feedback.

RESULTS

Interns reported finding the feedback valuable and unique. The evaluations were felt to be credible.

DISCUSSION

Results support engaging patients in feedback for dietetic interns. Research should address different contexts, competencies other than communication and professionalism, and the impact to patients.

摘要

背景

尽管患者是自身经历方面的专家，但卫生专业实习生的反馈很少纳入患者的意见。研究支持纳入患者的意见；然而，缺乏关于实践中患者反馈价值的文献。

活动

设计并实施了一种表格，让患者对参加小组课程教学的实习营养师进行评估。对实习生进行了调查以获取反馈。

结果

实习生报告称该反馈有价值且独特。这些评估被认为是可信的。

讨论

结果支持让患者参与对实习营养师的反馈。研究应涉及不同背景、沟通和专业精神以外的能力以及对患者的影响。

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1
Engaging Patients in Trainee Evaluations in Clinical Nutrition: a Pilot Intervention.让患者参与临床营养实习医生评估：一项试点干预措施。
Med Sci Educ. 2018 Dec 12;29(1):57-60. doi: 10.1007/s40670-018-00672-3. eCollection 2019 Mar.
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Teaching dietetic interns to write for lay and professional audiences.教导营养学实习生针对普通受众和专业受众进行写作。
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Factors influencing students' receptivity to formative feedback emerging from different assessment cultures.影响学生对不同评估文化中形成性反馈接受度的因素。
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Perspect Med Educ. 2015 Dec;4(6):284-299. doi: 10.1007/s40037-015-0231-7.
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