Usatine R P, Hodgson C S, Marshall E T, Whitman D W, Slavin S J, Wilkes M S
University of California, Los Angeles School of Medicine, USA.
Fam Med. 1995 Oct;27(9):566-70.
In 1993, the University of California, Los Angeles introduced an interdisciplinary course called ¿Doctoring¿ for all first-year medical students in which students visited family physicians' offices once a month for a total of four visits. The study's objectives were to ascertain preceptors' attitudes about having students in their offices and determine if this experience resulted in professional growth.
A survey was mailed to the 101 preceptors recruited to teach in the ¿Doctoring¿ course. Thirty of the respondents were selected randomly for a follow-up telephone interview. In addition, a second survey was mailed to the 31 preceptors who chose not to participate in the course the following year.
More than 75% of the preceptors surveyed reported that the medical students had positive effects on their patients' satisfaction with their care. However, interviews with some respondents revealed worries about balancing time with the student vs maintaining a busy practice. Preceptors reported professional growth in the teaching process and greater knowledge and skills in the specific medical content areas of the ¿Doctoring¿ course. Preceptors who did not participate in the course during the subsequent year reported that their decision was based on issues other than satisfaction with the course.
Based on the results of the study, preceptors experience professional growth through students' direct presence in their offices. Time management while precepting is the greatest challenge reported by preceptors.
1993年，加利福尼亚大学洛杉矶分校为所有一年级医学生开设了一门名为“行医之道”的跨学科课程，学生每月前往家庭医生办公室一次，共进行四次访诊。该研究的目的是确定带教老师对学生到其办公室实习的态度，并判断这种经历是否能促进职业成长。
向招募来教授“行医之道”课程的101名带教老师邮寄了一份调查问卷。随机挑选了30名受访者进行后续电话访谈。此外，还向次年选择不参加该课程的31名带教老师邮寄了第二份调查问卷。
超过75%的受访带教老师表示，医学生对患者的护理满意度有积极影响。然而，对一些受访者的访谈显示，他们担心在与学生相处的时间和维持繁忙的业务之间难以平衡。带教老师表示在教学过程中实现了职业成长，并且在“行医之道”课程的特定医学内容领域有了更多的知识和技能。次年未参加该课程的带教老师表示，他们的决定是基于课程满意度之外的其他问题。
根据研究结果，带教老师通过学生直接到其办公室实习实现了职业成长。带教过程中的时间管理是带教老师报告的最大挑战。
