Hennen B K, Morrissy J, Grindrod A
Department of Family Medicine, University of Western Ontario, London.
Can Fam Physician. 1994 Jul;40:1292-8.
To determine whether a workshop on medical ethics attended by family medicine preceptors would affect their students' learning of ethics, and what educational and experiential factors affected the students' learning about ethics.
A 3-hour workshop planned by a group of family physicians and ethicists and taught by a faculty member and an ethicist was offered to family physician preceptors. Students entering the clerkship were invited by letter to complete written answers to two clinical papers. Their answers were compared with "ideal" answers based on a weighted composite of the responses of 12 family physicians with a particular interest in ethics. The scores of students assigned to preceptors who had been offered the workshop were compared with those of students assigned to a control group of preceptors. Clerks were also asked about influences on their answers.
The 86 preceptors participating in the family medicine programs at the University of Western Ontario, divided by random selection within geographic clustering into an experimental group of 50 and a control group of 36. Preceptors offered the workshop were considered to be in the experimental group whether or not they attended. The student questionnaire was sent to all students entering the family medicine clerkship program in the academic year 1989-1990 and some in the following year, until sufficient responses were received. Responses were analyzed from 32 clerks in the experimental group and 36 in the control group.
Performance of students whose preceptors were invited to the workshop against performance of students whose preceptors were not invited to the workshop.
No significant differences were noted between the performance of students whose preceptors were offered the workshop and those whose preceptors were not.
The single outcome measure and the volunteer bias make conclusions difficult to draw. Further studies varying interventions and outcome measures are warranted.
确定参加医学伦理学研讨会的家庭医学带教教师是否会影响其学生的伦理学学习，以及哪些教育和经验因素会影响学生的伦理学学习。
由一组家庭医生和伦理学家策划、一名教员和一名伦理学家授课的为期3小时的研讨会面向家庭医生带教教师举办。通过信函邀请进入实习阶段的学生完成对两篇临床论文的书面回答。将他们的答案与基于12名对伦理学有特别兴趣的家庭医生的回答加权综合得出的“理想”答案进行比较。将分配给参加研讨会的带教教师的学生成绩与分配给对照组带教教师的学生成绩进行比较。还询问了实习生对他们答案的影响因素。
86名参与西安大略大学家庭医学项目的带教教师，通过在地理聚类内随机选择分为一个50人的实验组和一个36人的对照组。无论是否参加，受邀参加研讨会的带教教师都被视为实验组。学生问卷被发送给1989 - 1990学年进入家庭医学实习项目的所有学生以及次年的部分学生，直至收到足够的回复。对实验组的32名实习生和对照组的36名实习生的回复进行了分析。
受邀参加研讨会的带教教师所带学生的表现与未受邀参加研讨会的带教教师所带学生的表现。
受邀参加研讨会的带教教师所带学生与未受邀参加研讨会的带教教师所带学生的表现之间未发现显著差异。
单一的观察指标和志愿者偏差使得难以得出结论。有必要进一步开展不同干预措施和观察指标的研究。
