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Using a Learning Coach to Teach Residents Evidence-based Medicine

机译:使用学习教练教居民循证医学

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BACKGROUND AND OBJECTIVES: Medical educators have used multiple interventions to teach evidence-based medicine (EBM) and information mastery. Most of these interventions are applied uniformly to a group of residents. We developed a curriculum to increase residents' EBM and information mastery skills that would meet individual learning needs. METHODS: Two cohorts of second year residents (n=26) in the Family Medicine Residency Program at Brown University participated in the intervention. We delivered the curriculum through monthly individual meetings with a learning coach over 1 year. Before and after participating, residents completed a survey assessing their attitudes toward EBM and a quiz assessing their knowledge of EBM. Semi-structured interviews with each resident were done after the intervention and analyzed using qualitative methods. RESULTS: At the conclusion of our intervention, residents' attitudes toward EBM and information mastery were overwhelmingly positive, EBM knowledge quiz scores increased by 31.8%, and reported use of EBM in real time during patient encounters increased. CONCLUSIONS: An intervention using a learning coach to provide one-on-one EBM and information mastery instruction to residents improved residents' attitudes, knowledge, and use of both in the clinical setting.
机译:背景与目的:医学教育工作者已采用多种干预手段来教授循证医学(EBM)和信息掌握。这些干预措施大多数都统一应用于一组居民。我们开发了一套课程,以提高居民的EBM和信息掌握技能,以满足个人学习需求。方法:布朗大学家庭医学住院医师项目的两个第二年级居民(n = 26)参加了干预。我们通过与学习教练合作1年以上的每月个人会议来提供课程。在参加活动之前和之后,居民完成了一项调查,以评估他们对EBM的态度,并进行测验以评估他们对EBM的了解。干预后对每位居民进行半结构式访谈,并使用定性方法进行分析。结果:在我们的干预结束时,居民对EBM和信息掌握的态度绝大多数是积极的,EBM知识测验分数增加了31.8%,并且在患者遇到患者时实时报告称使用EBM有所增加。结论:使用学习教练为居民提供一对一的EBM和信息掌握指导的干预措施改善了居民的态度,知识以及两者在临床中的使用。

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