Bohra Arwa, Jyotsna Mili, Pereddy Sai Dheeraj Gowtham Reddy, Sampath Ananyan, Rozatkar Abhijit R, Coulter Rober Ws, Gupta Snehil
Dept. of Psychiatry, All India Institute of Medical Sciences (AIIMS) Bhopal, Bhopal, Madhya Pradesh, India.
Dept. of Behavioral and Community Health Sciences, School of Public Health, University of Pittsburgh, Pennsylvania, USA.
Indian J Psychol Med. 2024 Sep;46(5):417-424. doi: 10.1177/02537176241274143. Epub 2024 Sep 9.
Research shows that medical students' knowledge and skills concerning the assessment of cognition in various neuropsychiatric conditions (e.g., Alzheimer's disease and schizophrenia) are unsatisfactory. This research aims to conduct a training needs analysis (TNA) for medical students to identify and refer patients with neuropsychiatric conditions.
The study comprised two phases. First, developing a TNA toolkit to assess training needs in clinical tasks related to cognitive function assessment (by adopting the Hennessy-Hicks TNA toolkit); and second, through a self-reported survey, their training needs in cognitive function assessment were assessed. Data analysis involved calculating training gaps, importance scores, performance scores, training scores, and organization scores for various clinical tasks-stratified participants' study year; for training needs and trends, factor analysis and post-hoc analyses were conducted.
A total of 153 medical students from a tertiary care center participated in the survey. The participants rated their performance lower than the perceived importance of tasks, indicating a need for improvement in all competencies ( < .01). Pre-final-year students had the highest training needs, particularly in accessing literature, planning, and organizing care for patients with cognitive impairment, performing mental status examination, screening patients for cognitive deficits, and counseling them/caregivers about interventions ( < .01). Factor analysis identified a single dominant factor, suggesting a correlation among these skills.
Pre-final-year students require targeted training, whereas students beyond this stage can benefit from special training modules and awareness of available resources for cognitive assessment. The findings also suggest the importance of a hybrid approach involving training and organizational modifications.
研究表明，医学生在评估各种神经精神疾病（如阿尔茨海默病和精神分裂症）认知方面的知识和技能不尽人意。本研究旨在对医学生进行培训需求分析（TNA），以识别和转诊患有神经精神疾病的患者。
该研究包括两个阶段。首先，开发一个TNA工具包，以评估与认知功能评估相关的临床任务中的培训需求（采用轩尼诗-希克斯TNA工具包）；其次，通过自我报告调查，评估他们在认知功能评估方面的培训需求。数据分析包括计算不同临床任务的培训差距、重要性得分、表现得分、培训得分和组织得分——按参与者的学习年份分层；对于培训需求和趋势，进行了因子分析和事后分析。
来自一家三级医疗中心的153名医学生参与了该调查。参与者对自己表现的评分低于任务的感知重要性，表明所有能力都需要改进（<.01）。预毕业年级的学生培训需求最高，尤其是在获取文献、规划和组织对认知障碍患者的护理、进行精神状态检查、筛查认知缺陷患者以及就干预措施向他们/护理人员提供咨询方面（<.01）。因子分析确定了一个单一的主导因素，表明这些技能之间存在相关性。
预毕业年级的学生需要有针对性的培训，而这个阶段之后的学生可以从特殊培训模块以及对可用认知评估资源的了解中受益。研究结果还表明了一种包括培训和组织改进的混合方法的重要性。
