Marks M K, Baskin M N, Lovejoy F H, Hafler J P
Department of Medicine, Harvard Medical School, Boston, Mass., USA.
Arch Pediatr Adolesc Med. 1997 Feb;151(2):193-8. doi: 10.1001/archpedi.1997.02170390083015.
To study interns' perceptions of their learning during their rotation through a short stay unit (SSU).
Case-based, qualitative research study.
A tertiary care pediatric hospital (The Children's Hospital, Boston, Mass).
Ten interns who had worked in the SSU in the 3 months prior to June 1, 1995, and on a general medical team in the previous 12 months.
None.
In July 1995, the interns participated in focused, open-ended interviews lasting about 40 to 60 minutes to document their perceptions of their learning during their SSU rotation. The interviews were recorded on audiotape and transcribed prior to analysis. Data were analyzed to discern and categorize themes from the interns' responses.
All interns responded favorably to their educational and learning experiences during their rotation through the SSU. Two major themes emerged: (1) the interns' learning, which was affected by the role of the attending physician, the organization and structure of the SSU, and the teaching strategies in the SSU; and (2) the interns' collaborative work with the nursing staff in the SSU, which affected patient care but did not facilitate the interns' learning.
Clustering in the SSU of patients whose symptoms suggested straightforward diagnoses enhanced interns' educational experiences.
研究实习生对其在短期住院单元（SSU）轮转期间学习情况的认知。
基于案例的定性研究。
一家三级护理儿童医院（马萨诸塞州波士顿儿童医院）。
10名实习生，他们在1995年6月1日前的3个月内在SSU工作，且在之前12个月内在普通医疗团队工作过。
无。
1995年7月，实习生参加了时长约40至60分钟的聚焦开放式访谈，以记录他们对在SSU轮转期间学习情况的认知。访谈录音并在分析前转录。对数据进行分析，以从实习生的回答中辨别和分类主题。
所有实习生对其在SSU轮转期间的教育和学习经历都给予了积极回应。出现了两个主要主题：（1）实习生的学习，受主治医生的角色、SSU的组织和结构以及SSU的教学策略影响；（2）实习生在SSU与护理人员的协作工作，这影响了患者护理，但未促进实习生的学习。
将症状提示诊断明确的患者集中安置在SSU可增强实习生的教育体验。
