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首页> 外文期刊>Clinical Pediatrics >The hybrid hospitalist teaching service: An innovative model for individualized learning, patient case-mix, and medical student and resident education
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The hybrid hospitalist teaching service: An innovative model for individualized learning, patient case-mix, and medical student and resident education

机译：混合型住院医生教学服务：针对个性化学习，患者病例组合以及医学生和住院医师教育的创新模式

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Background. Alternative inpatient teams are increasing, but little is known about their impact on patient care and trainee education. Purpose. To evaluate whether a hybrid hospitalist teaching service meets trainee and attending educational, clinical, support, patient-mix, autonomy, and efficiency needs. Methods. Post pediatric rotations, team members anonymously completed surveys with Likert-scale and open-ended questions. Results. In total, 78 of 80 surveys were completed. Trainees rated educational, clinical, support, and case-mix domains highly. Senior residents responded positively for autonomy, education, and opinions of hospitalists, but neutrally on leadership. Attending scores varied for efficiency, teaching, and clinical duties; the service resulted in direct observation and teaching outside of rounds, but poor delineation of roles and expectations impeded clinical task completion, teaching on rounds, and attending meetings. Conclusions. This model is a satisfying, well-accepted means of enhancing trainee education and patient care, but roles and expectations must be clearly defined to maximize efficiency and satisfaction.
机译：背景。替代性住院团队正在增加，但对其对患者护理和受训者教育的影响知之甚少。目的。评估混合型住院医生教学服务是否满足学员的需求，并满足教育，临床，支持，患者混合，自治和效率的需求。方法。进行儿科轮换后，团队成员匿名完成了李克特量表和不限成员名额问题的调查。结果。总共完成了80项调查中的78项。学员对教育，临床，支持和案例混合领域的评价很高。老年居民对自治权，教育和住院医生的意见反应积极，但对领导层则持中立态度。参加分数因效率，教学和临床职责而异;该服务导致在轮外进行直接观察和教学，但角色和期望的界定不佳阻碍了临床任务的完成，轮次教学和参加会议。结论该模型是增强受训者教育和患者护理的令人满意且广为接受的方法，但是必须明确定义角色和期望，以最大程度地提高效率和满意度。

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