Gyekye-Mensah Hannah, Watkins Arabella, Wenden Joseph, Horn Imogen, Beardwood Jemimah, Jones Melvyn, Metters Emma
St George's University of London, London, UK.
Musgrove Park Hospital, Taunton, UK.
BJGP Open. 2022 Sep 28;6(3). doi: 10.3399/BJGPO.2022.0002. Print 2022 Sep.
Choosing medical careers is complex but the undergraduate period is formative. St George's University of London (SGUL) students called for greater careers information.
To develop and evaluate students' careers resources.
DESIGN & SETTING: A quality improvement student-staff project at SGUL, UK.
A 'Plan-Do-Study-Act' (PDSA) cycle was completed. For the 'Plan' element, students' career intentions and information preferences were surveyed. For the 'Do' element, video interviews with clinicians and infographic posters were produced and published on SGUL's virtual learning environment. For the 'Study' element, feedback questionnaires were thematically analysed using Kirkpatrick's framework. For the 'Act' element, the model was rolled out across SGUL programmes.
In the 'Plan' stage, 79 students ranked interest in specialties, with general practice being the second most popular. Students were unconfident in how to pursue careers and wanted more information. For the 'Do' element, 13 careers videos and infographics were created for 10 specialties. The 'Study' questionnaire showed changes across three of the four levels in Kirkpatrick's model of evaluation of training. Level 1 (Response): students found resources helpful and accessible. Level 2 (Learning): students reported increased understanding of careers. Level 3 (Transfer): students planned using checklists and made career comparisons by specialty. Level 4 (Results): students' career choices were not demonstrated, but there were tentative proxy measures such as copying and modelling career routes and choices. 'Act' involved rolling out and regularly updating resources.
This PDSA model enabled development of resources by students mapped to students' needs. Changes were demonstrated in relation to students' response, learning, and transfer, with tentative suggestions of impact on career choice.
选择医学职业很复杂，但本科阶段具有重要的塑造作用。伦敦圣乔治大学（SGUL）的学生呼吁获得更多职业信息。
开发并评估学生的职业资源。
英国SGUL的一个质量改进学生-工作人员项目。
完成了一个“计划-执行-研究-行动”（PDSA）循环。在“计划”环节，对学生的职业意向和信息偏好进行了调查。在“执行”环节，制作了临床医生的视频访谈和信息图表海报，并在SGUL的虚拟学习环境上发布。在“研究”环节，使用柯克帕特里克框架对反馈问卷进行了主题分析。在“行动”环节，该模式在SGUL的各个项目中推广。
在“计划”阶段，79名学生对专业兴趣进行了排名，全科医学是第二受欢迎的专业。学生们对如何追求职业缺乏信心，希望获得更多信息。在“执行”环节，为10个专业制作了13个职业视频和信息图表。“研究”问卷显示，在柯克帕特里克培训评估模型的四个层面中的三个层面出现了变化。第1层（反应）：学生们认为资源有用且易于获取。第2层（学习）：学生们报告说对职业的理解有所增加。第3层（迁移）：学生们计划使用清单并按专业进行职业比较。第4层（结果）：未显示学生的职业选择情况，但有一些初步的替代指标，如模仿和借鉴职业路径及选择。“行动”包括推广和定期更新资源。
这个PDSA模型能够根据学生需求开发资源。在学生的反应、学习和迁移方面都有变化，并初步显示出对职业选择有影响。
