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首页> 外文期刊>Medical teacher >Remediation in Canadian medical residency programs: Established and emerging best practices
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Remediation in Canadian medical residency programs: Established and emerging best practices

机译：加拿大医疗居住计划的补救：成立和新兴的最佳实践

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摘要

Background: Policies to guide remediation in postgraduate medical education exist in all Canadian medical schools. This study examines concordance between these policies and processes, and published "best practices" in remediation. Method: We conducted a literature review to identify best practices in the area of remediation. We then reviewed remediation policies from all 13 English medical schools in Canada other than our own and conducted interviews with key informants from each institution. Each policy and interview transcript pair was then reviewed for evidence of pre-defined "best practices." Team members also noted additional potential policy or process enablers of successful remediation. Results: Most policies and processes aligned with some but not all published best practices. For instance, all participating schools tailored remediation strategies to individual resident needs, and a majority encouraged faculty-student relationships during remediation. Conversely, few required the teaching of goal-setting, strategic planning, self-monitoring, and self-awareness. In addition, we identified avoidance of automatic training extension and the use of an educational review board to support the remediation process as enablers for success. Discussion: Remediation policies and practices in Canada align well with published best practices in this area. Based on key informant opinions, flexibility to avoid training extension and use of an educational review board may also support optimal remediation outcomes.
机译：背景：在所有加拿大医学院都存在指导研究生医学教育修复的政策。本研究审查了这些政策和流程之间的一致性，并在修复中公布了“最佳实践”。方法：我们进行了一个文献综述，以确定修复领域的最佳实践。然后，我们从我们自己的所有13名英语医学院审查了来自加拿大的所有13名英语医学院的补救策略，并与每个机构的主要信息人员进行了采访。然后审查每个政策和面试抄本对进行预定义的“最佳实践”的证据。团队成员还注意到额外的潜在政策或进程取得成功修复的推动者。结果：大多数政策和过程与一些但不是所有出版的最佳实践保持一致。例如，所有参与学校定制了对个人居民需求的修复策略，多数人在修复期间鼓励教职员关系。相反，少数所要求的目标设定教学，战略规划，自我监测和自我意识。此外，我们还确定了避免了自动培训扩展和使用教育审查委员会，以支持修复过程作为成功的推动者。讨论：加拿大的补救政策和实践与该领域的出版最佳实践相处得很好。根据关键信息意见，避免培训扩展和使用教育审查委员会的灵活性也可能支持最佳的修复结果。

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  • 来源
    《Medical teacher》 |2019年第1期|共8页
  • 作者

    Shearer Cindy; Bosma Mark; Bergin Fiona; Sargeant Joan; Warren Andrew;

  • 作者单位

    Dalhousie Univ Clin Res Ctr Postgrad Med Educ Room C-303 5849 Univ Ave POB 15000 Halifax NS;

    Dalhousie Univ Dept Psychiat Halifax NS Canada;

    Dalhousie Univ Dept Family Med Halifax NS Canada;

    Dalhousie Univ Div Med Educ &

    Continuing Profess Dev Halifax NS Canada;

    Dalhousie Univ Postgrad Med Educ Halifax NS Canada;

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  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 医药、卫生;
  • 关键词

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