Tulloch Luis Gonzaga, Relan Anju, Curello Jennifer, Martin Elise, Patel Roma, Vijayan Tara
Puget Sound Veterans Affairs Healthcare System, Hospital and Specialty Medicine, 1660 S. Columbian Way, S-111-MED, Seattle, WA USA.
David Geffen School of Medicine, University of California Los Angeles, Los Angeles, CA USA.
Med Sci Educ. 2019 Aug 28;29(4):1179-1185. doi: 10.1007/s40670-019-00804-3. eCollection 2019 Dec.
Educational interventions are a critical feature of antimicrobial stewardship programs. Most of these interventions target practicing physicians whose prescribing habits are usually difficult to influence. Consequently, there has been increasing interest in familiarizing early learners with the principles of antimicrobial stewardship. However, there is limited data regarding the utility of active learning interventions, such as team-based learning (TBL), for this purpose. In this article, we report the results of a post-course survey eliciting the opinions of the 168 second year medical students who completed the first implementation of a modified TBL course on antimicrobial stewardship. The course consisted of two 120-min modules, each of which guided participant students through most of the characteristic stages of TBL. The post-course survey was analyzed using qualitative and quantitative methodologies. In general, students found the readiness assurance testing, application activity, and team dynamics of TBL effective and the webcasts, used for pre-class preparation, ineffective. This study offers a first glimpse into the attitudes of pre-clinical medical students toward TBL as a strategy for introducing antimicrobial stewardship. It can serve as a roadmap for educators contemplating the implementation of a similar program at their institution and as a launching pad for research on the effects of this type of intervention on physician prescribing habits.
教育干预是抗菌药物管理计划的一个关键特征。这些干预措施大多针对执业医师，而他们的处方习惯通常难以改变。因此，让早期学习者熟悉抗菌药物管理原则的兴趣日益浓厚。然而，关于基于团队学习（TBL）等主动学习干预措施在此方面效用的数据有限。在本文中，我们报告了一项课程后调查的结果，该调查征集了168名完成抗菌药物管理改良TBL课程首次实施的二年级医学生的意见。该课程由两个120分钟的模块组成，每个模块都引导参与的学生经历了TBL的大部分典型阶段。使用定性和定量方法对课程后调查进行了分析。总体而言，学生们发现TBL的准备情况保证测试、应用活动和团队动态是有效的，而用于课前准备的网络直播是无效的。本研究首次揭示了临床前医学生对TBL作为引入抗菌药物管理策略的态度。它可以为考虑在其机构实施类似计划的教育工作者提供路线图，并作为研究此类干预对医生处方习惯影响的起点。
