Office of Medical Education, The Warren Alpert Medical School of Brown University, Providence, Rhode Island, USA.
The Warren Alpert Medical School of Brown University, Providence, Rhode Island, USA.
Int J Infect Dis. 2022 Feb;115:149-153. doi: 10.1016/j.ijid.2021.12.314. Epub 2021 Dec 7.
Few validated methods that are grounded in educational theory exist to effectively teach medical knowledge, clinical skills, and diagnostic reasoning to learners at different stages of medical training. The goal of this Perspective was to address potential gaps in clinical education pedagogy by modeling new concepts for teaching in the field of infectious diseases. Our approach involved synthesizing the relevant literature, identifying proven approaches, and enhancing an existing educational microskills model - the one-minute preceptor. Our strategy was to emphasize the essential core elements of the one-minute preceptor using a descriptive acronym - DEFT (Diagnosis, Evidence, Feedback, Teaching), meaning skillful - as a potentially helpful reminder to improve the quality of interactions between learners and preceptors. The need for learners to discuss risk factors, mechanisms of disease, and potential complications, and for preceptors to model analytical and diagnostic skills, was further illustrated using a practical example of a teacher-learner interaction about a child with a respiratory infection. The one-minute preceptor/DEFT approach is experiential, adaptable, case-driven, and skills-focused, and also applicable to clinical training in other specialties.
目前，几乎没有经过教育理论验证的方法可以有效地向处于不同医学培训阶段的学习者传授医学知识、临床技能和诊断推理。本文旨在通过为传染病领域的教学建立新概念来解决临床教育教学法中的潜在差距。我们的方法包括综合相关文献、确定经过验证的方法，并改进现有的教育微技能模型——一分钟导师。我们的策略是使用描述性首字母缩写词 DEFT（诊断、证据、反馈、教学）来强调一分钟导师的基本核心要素，意思是熟练——这可能有助于提醒学习者和导师提高互动质量。通过关于患有呼吸道感染的儿童的师生互动的实际示例，进一步说明了学习者需要讨论危险因素、疾病机制和潜在并发症的必要性，以及导师需要示范分析和诊断技能的必要性。一分钟导师/DEFT 方法具有体验性、适应性、案例驱动和技能重点，也适用于其他专业的临床培训。
