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A study to enhance medical students’ professional decision-making, using teaching interventions on common medications

机译：一项针对普通药物的教学干预措施，旨在提高医学生的专业决策能力的研究

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AimTo create sustained improvements in medical students’ critical thinking skills through short teaching interventions in pharmacology.MethodThe ability to make professional decisions was assessed by providing year-4 medical students at a UK medical school with a novel medical scenario (antenatal pertussis vaccination). Forty-seven students in the 2012 cohort acted as a pretest group, answering a questionnaire on this novel scenario. To improve professional decision-making skills, 48 students from the 2013 cohort were introduced to three commonly used medications, through tutor-led 40-min teaching interventions, among six small groups using a structured presentation of evidence-based medicine and ethical considerations. Student members then volunteered to peer-teach on a further three medications. After a gap of 8 weeks, this cohort (post-test group) was assessed for professional decision-making skills using the pretest questionnaire, and differences in the 2-year groups analysed.ResultsStudents enjoyed presenting on medications to their peers but had difficulty interpreting studies and discussing ethical dimensions; this was improved by contextualising information via patient scenarios. After 8 weeks, most students did not show enhanced clinical curiosity, a desire to understand evidence, or ethical questioning when presented with a novel medical scenario compared to the previous year group who had not had the intervention. Students expressed a high degree of trust in guidelines and expert tutors and felt that responsibility for their own actions lay with these bodies.ConclusionShort teaching interventions in pharmacology did not lead to sustained improvements in their critical thinking skills in enhancing professional practice. It appears that students require earlier and more frequent exposure to these skills in their medical training.
机译：目的通过药理学的短期教学干预措施，持续提高医学生的批判性思维能力。方法通过为英国医学院的四年级医学生提供新颖的医学方案（产前百日咳疫苗接种）来评估做出专业决定的能力。 2012队列中的47名学生作为预测试小组，回答了有关这种新颖情况的调查表。为了提高专业决策能力，通过导师指导的40分钟教学干预措施，在六个小组中，采用结构化的循证医学和道德考量方法，向2013年队列研究中的48名学生介绍了三种常用药物。然后，学生成员自愿参加了另外三种药物的同伴教学。间隔8周后，使用测试前问卷调查了该队列（测试后组）的专业决策技能，并分析了2年组的差异。结果学生喜欢向同龄人介绍药物，但难以解释研究和讨论道德层面;通过根据患者情况将信息上下文化可以改善这一点。与未参加干预的前一年组相比，在接受新的医疗方案治疗后的8周后，大多数学生并未表现出更高的临床好奇心，对证据的理解或道德质疑。学生对指导方针和专家辅导员表示高度信任，并认为自己的行为应由这些机构负责。结论药理学的简短教学干预并未导致他们在加强专业实践方面的批判性思维技能得到持续改善。看来，学生在医疗培训中需要更早，更频繁地接触这些技能。

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