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首页> 外文期刊>Academic Medicine: Journal of the Association of American Medical Colleges >Balancing education and service in graduate medical education: Data from pediatric trainees and program directors
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Balancing education and service in graduate medical education: Data from pediatric trainees and program directors

机译：在研究生医学教育中平衡教育与服务：儿科受训者和项目主管的数据

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Purpose: To measure pediatric program directors' (PDs') and trainees' perceptions of and expectations for the balance of service and education in their training programs. Method: In fall 2011, an electronic survey was sent to PDs and trainees at Boston Children's Hospital. Respondents described perceptions and expectations for service and education and rated the education and service inherent to 12 vignettes. Wilcoxon rank sum tests measured the agreement between PD and trainee perceptions and ratings of service and education assigned to each vignette. Results: Responses were received from 28/39 PDs (78%) and 223/430 trainees (52%). Seventy-five (34%) trainees responded that their education had been compromised by excessive service obligations; only 1 (4%) PD agreed (P <.0001). Although 132 (59%) trainees reported that service obligations usually/sometimes predominated over clinical education, only 3 (11%) PDs agreed (P <.0001). One hundred trainees (45%) thought rotations never/rarely/sometimes provided a balance between education and clinical demands compared with 2 PDs (7%) (P <.0001). Both groups agreed that service can, without formal teaching, be considered educational. Trainees scored 6 vignettes as having greater educational value (P ≤.01) and 10 as having lower service content (P ≤.04) than PDs did. Conclusions: Trainees and medical educators hold mismatched impressions of their training programs' balance of service and education. Trainees are more likely to report an overabundance of service. These data may impact the interpretation of Accreditation Council for Graduate Medical Education survey results and should be incorporated into dialogue about future curricular design initiatives.
机译：目的：衡量儿科项目负责人（PD）和受训者对他们的培训计划中服务和教育平衡的看法和期望。方法：2011年秋天，电子调查发送给了波士顿儿童医院的PD和受训人员。受访者描述了对服务和教育的看法和期望，并对12个小插曲固有的教育和服务进行了评分。 Wilcoxon等级总和测验测量了PD和学员对每个小插图的认知和服务与教育等级之间的一致性。结果：收到来自28/39 PD（78％）和223/430受训者（52％）的回应。七十五（34％）名受训者回答说，他们的教育因过多的服务义务而受到损害;仅同意了1个（4％）PD（P <.0001）。尽管有132名（59％）的受训者报告说，服务义务通常/有时占主导地位，而不是临床教育，但只有3名（11％）的PD同意了（P <.0001）。一百名受训者（45％）认为轮换从未/很少/有时在教育和临床需求之间取得了平衡，而两个PD（7％）（P <.0001）。两组都同意，无需进行正式教学就可以将服务视为具有教育意义。与PD相比，受训者对6个小插曲的教育价值（P≤.01）得分低，对服务内容的低评价（P≤.04）得分为10。结论：受训者和医学教育者对他们的培训计划在服务和教育之间的平衡持有不匹配的印象。受训者更有可能报告服务过多。这些数据可能会影响美国研究生医学教育认可委员会调查结果的解释，应将其纳入有关未来课程设计计划的对话中。

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