Rosenblum N D, Nagler J, Lovejoy F H, Hafler J P
Division of Nephrology, Hospital for Sick Children, University of Toronto, Ontario.
Arch Pediatr Adolesc Med. 1995 Sep;149(9):1023-8. doi: 10.1001/archpedi.1995.02170220089012.
To determine the pedagogic characteristics of a clinical conference for senior pediatric residents and selected faculty.
Nineteen senior pediatric residents and 14 selected faculty members participated in a daily clinical conference at Children's Hospital, Boston, Mass.
Qualitative research design using videotapes of nine consecutive hour-long sessions to generate pedagogic topics to be investigated using a questionnaire administered to participating residents and faculty. Narrative responses were analyzed to find pedagogic themes.
Analysis of videotapes generated the following three topics: What facilitated learning? What was learned? What makes the process of teaching and learning effective? In the questionnaire residents indicated that learning was facilitated by resident-faculty interactions (19/19), faculty participation (19/19), and information resources (12/19). Content learned included information (16/19), approach to diagnosis (11/19), management strategies (14/19), and different perspective (14/19). An effective process of teaching and learning was attributed to case-based resident initiated discussion (19/19), facilitation by the chief resident (16/19), and non-competitive discussions in which expert faculty played a nondominant role (19/19). Faculty identified identical factors relating to all three themes. The mean rating of the conference was 4.5/5 (SD, +/- 0.50) and 4.7/5 (SD, +/- 0.45) by residents and faculty, respectively (Likert scale, 1 to 5).
The pedagogic effectiveness of this conference was attributed to a resident-centered, case-based learning format and a discussion process characterized by noncompetitive interactions among faculty and residents, strong group facilitation by the chief resident, and participation of faculty experts in a nondominant role.
确定面向儿科高年级住院医师和部分教员的临床研讨会的教学特点。
19名儿科高年级住院医师和14名选定的教员参加了在马萨诸塞州波士顿儿童医院举行的每日临床研讨会。
采用定性研究设计，使用连续9次时长为1小时的会议录像带，生成教学主题，然后向参与的住院医师和教员发放问卷进行调查。对叙述性回答进行分析以找出教学主题。
录像带分析产生了以下三个主题：什么促进了学习？学到了什么？如何使教学过程有效？在问卷中，住院医师表示，住院医师与教员的互动（19/19）、教员的参与（19/19）和信息资源（12/19）促进了学习。学到的内容包括信息（16/19）、诊断方法（11/19）、管理策略（14/19）和不同视角（14/19）。有效的教学过程归因于以病例为基础的住院医师发起的讨论（19/19）、总住院医师的引导（16/19）以及专家教员不占主导地位的非竞争性讨论（19/19）。教员确定了与所有三个主题相关的相同因素。住院医师和教员对该研讨会的平均评分分别为4.5/5（标准差，±0.50）和4.7/5（标准差，±0.45）（李克特量表，1至5）。
本次研讨会的教学有效性归因于以住院医师为中心、基于病例的学习形式，以及以教员与住院医师之间的非竞争性互动、总住院医师强有力的小组引导和专家教员不占主导地位的参与为特征的讨论过程。
