Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong SAR, China.
Department of Anaesthesia & Intensive Care, The Chinese University of Hong Kong, Hong Kong SAR, China.
BMC Med Educ. 2024 Jun 11;24(1):653. doi: 10.1186/s12909-024-05525-9.
Sepsis is a life-threatening condition which may arise from infection in any organ system and requires early recognition and management. Healthcare professionals working in any specialty may need to manage patients with sepsis. Educating medical students about this condition may be an effective way to ensure all future doctors have sufficient ability to diagnose and treat septic patients. However, there is currently no consensus on what competencies medical students should achieve regarding sepsis recognition and treatment. This study aims to outline what sepsis-related competencies medical students should achieve by the end of their medical student training in both high or upper-middle incomes countries/regions and in low or lower-middle income countries/regions.
Two separate panels from high or upper-middle income and low or lower-middle income countries/regions participated in a Delphi method to suggest and rank sepsis competencies for medical students. Each panel consisted of 13-18 key stakeholders of medical education and doctors in specialties where sepsis is a common problem (both specialists and trainees). Panelists came from all continents, except Antarctica.
The panels reached consensus on 38 essential sepsis competencies in low or lower-middle income countries/regions and 33 in high or upper-middle incomes countries/regions. These include competencies such as definition of sepsis and septic shock and urgency of antibiotic treatment. In the low or lower-middle income countries/regions group, consensus was also achieved for competencies ranked as very important, and was achieved in 4/5 competencies rated as moderately important. In the high or upper-middle incomes countries/regions group, consensus was achieved in 41/57 competencies rated as very important but only 6/11 competencies rated as moderately important.
Medical schools should consider developing curricula to address essential competencies, as a minimum, but also consider addressing competencies rated as very or moderately important.
败血症是一种危及生命的病症，可能由任何系统的感染引起，需要早期识别和治疗。任何专业的医疗保健专业人员都可能需要管理败血症患者。教育医学生了解这种情况可能是确保所有未来医生都有足够能力诊断和治疗败血症患者的有效方法。然而，目前对于医学生在败血症识别和治疗方面应达到哪些能力尚无共识。本研究旨在概述医学生在高收入或中上收入国家/地区和低收入或中下收入国家/地区的医学学生培训结束时应达到的与败血症相关的能力。
来自高收入或中上收入和低收入或中下收入国家/地区的两个独立小组参加了德尔菲法，以提出并对医学生的败血症能力进行排名。每个小组由 13-18 名医学教育的关键利益相关者和在败血症是常见问题的专业中的医生（包括专家和受训者）组成。小组成员来自除南极洲以外的所有大洲。
小组就低或中下收入国家/地区的 38 项基本败血症能力和高或中上收入国家/地区的 33 项基本败血症能力达成共识。这些能力包括败血症和感染性休克的定义以及抗生素治疗的紧迫性等。在低或中下收入国家/地区组中，对被评为非常重要的能力也达成了共识，对被评为中等重要的能力也达成了共识。在高或中上收入国家/地区组中，对被评为非常重要的 41/57 项能力达成了共识，但对被评为中等重要的能力仅达成了共识 6/11。
医学院应考虑制定课程以满足基本能力要求，但也应考虑解决被评为非常重要或中等重要的能力。
