临床实习与临床晋升相结合对主治医生教学自我效能的影响。

Impact of clinical clerkship integrated with clinical ladder on attending physicians' teaching self-efficacy.

机构信息

Division of Child Neurology, Department of Brain and Neurosciences, Faculty of Medicine, Tottori University, 36-1 Nishi-Cho, Yonago, Tottori, 683-8504, Japan.

Division of Pediatrics and Perinatology, Department of Multidisciplinary Internal Medicine, School of Medicine, Tottori University Faculty of Medicine, Yonago, Japan.

出版信息

BMC Med Educ. 2024 Apr 10;24(1):400. doi: 10.1186/s12909-024-05396-0.

DOI:10.1186/s12909-024-05396-0

PMID:38600503

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC11007895/

Abstract

BACKGROUND

Self-efficacy plays an important role in enhancing the teaching capabilities of attending physicians (APs). The clinical ladder (CL) is an educational approach developed in the field of nursing education that increases difficulty in an incremental manner. However, no previous study has confirmed the effectiveness of CL in medical education. Therefore, this study aimed to examine the effect of clinical clerkship integrated with clinical ladder (CC-CL) on the self-efficacy of APs.

METHODS

Sixth-year medical students participated in CC-CL for 6 months starting from April 2023, and the changes in the self-efficacy of APs were retrospectively evaluated. The students were trained by the APs concurrently, and the achievement levels of each student were shared. The primary outcome measure was the physician teaching self-efficacy questionnaire (PTSQ) score. The PTSQ scores before and after CC-CL were analyzed using the Wilcoxon matched-pair signed-rank test.

RESULTS

Fifteen APs from the Department of Pediatric and Child Neurology were included in this study. No significant difference was observed in the total PTSQ scores of the APs before and after CC-CL. However, a significant increase was observed in the PTSQ score of APs who participated for at least 2 h per week over a period of more than 3 months (n = 8) after CC-CL (p = 0.022). Furthermore, APs who had received their pediatrician certification < 10 years ago (n = 8) showed a significant increase in the total PTSQ score after CC-CL (p = 0.022).

CONCLUSIONS

CC-CL may play an important role in cultivating the self-efficacy of less experienced APs. Further comparative studies must be conducted in the future to validate the findings of this study.

摘要

背景

自我效能感在提高住院医师（APs）的教学能力方面起着重要作用。临床阶梯（CL）是护理教育领域开发的一种教育方法，以渐进的方式增加难度。然而，以前没有研究证实 CL 在医学教育中的有效性。因此，本研究旨在检验临床实习与临床阶梯相结合（CC-CL）对 APs 自我效能感的影响。

方法

从 2023 年 4 月开始，六年级医学生参加为期 6 个月的 CC-CL，回顾性评估 APs 自我效能感的变化。学生由 APs 同时培训，并分享每个学生的成绩水平。主要观察指标为医师教学自我效能量表（PTSQ）评分。使用 Wilcoxon 配对符号秩检验分析 CC-CL 前后的 PTSQ 评分。

结果

本研究纳入了来自儿科和儿童神经病学系的 15 名 APs。CC-CL 前后 APs 的总 PTSQ 评分无显著差异。然而，在 CC-CL 后每周至少参加 2 小时且持续超过 3 个月的 APs 中，PTSQ 评分显著增加（n=8，p=0.022）。此外，儿科医师认证时间不足 10 年的 APs（n=8）在 CC-CL 后总 PTSQ 评分显著增加（p=0.022）。