姑息关怀教育和知识向实践的转移--采用混合方法对德国医科学生和住院医生进行的多中心调查。

IF 1.5 Q2 EDUCATION, SCIENTIFIC DISCIPLINES GMS Journal for Medical Education Pub Date : 2024-06-17 eCollection Date: 2024-01-01 DOI:10.3205/zma001682
Marie-Christin Dronia, Kim Dillen, Frank Elsner, Manuela Schallenburger, Martin Neukirchen, Anna Hagemeier, Stefanie Hamacher, Axel Doll, Raymond Voltz, Heidrun Golla
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引用次数: 0

摘要

目的:2009 年,通过修订《医师执照条例》,姑息关怀被纳入医学课程,成为横断面科目 13 (QB13)。本研究旨在确定 QB13 学生在多中心临床实践中接受姑息关怀教育的优势和不足,并找出改进的潜力:使用 SPSS 对亚琛、杜塞尔多夫和科隆大学医院的实习年(PY)医学生和住院医生填写的在线问卷进行了描述性分析;对自由文本回答进行了分类和量化。通过内容分析对住院医生的半结构式访谈(采用混合方法设计)进行了分析。结果:对 130 份完整填写的调查问卷和 23 次访谈的分析表明,参与者在临床工作中尤其受益于以患者和实践为导向的小组会议。尽管各大学之间存在一些差异,但平青班学生认为他们需要接受临终关怀方面的培训,而住院医生则认为他们主要需要接受与病人及其亲属打交道方面的培训。他们还报告了在可转移性方面的不足:QB13应在跨大学课程中组织,并为以实践为导向的小组教学提供充足的资源。基于 "护理单元",除了对姑息治疗病人的护理外,与病人家属的相处也应成为教学重点。为了更好地融入临床实践,学生应积极参与姑息病人的护理工作。
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Palliative care education and knowledge transfer into practice - a multicenter survey among medical students and resident physicians in Germany using a mixed-methods design.

Objective: In 2009, Palliative care was incorporated into the medical curriculum as Cross-Sectional Subject 13 (QB13) by means of the revision of the Medical Licensing Regulations for Physicians. The aim of this study was to determine the strengths and deficits of QB13 student education for palliative care in clinical practice in a multi-centre setting and to identify potential for improvement.

Methods: Online questionnaires filled out by medical students during their Practical Year (PY) and resident physicians from the university hospitals in Aachen, Düsseldorf, and Cologne were descriptively analyzed using SPSS; free-text responses were categorized and quantified. Semi-structured interviews with the resident physicians (using a mixed-methods design) were analyzed through content analysis. Emerging categories were quantified.

Results: Analysis of 130 fully completed questionnaires and 23 interviews revealed that participants particularly benefited from patient- and practice-oriented small-group sessions for their clinical work. Despite some university-specific differences, the PY students identified a need for training in end-of-life-care, while resident physicians saw a need for training primarily in dealing with patients and their relatives. They also reported deficits in transferability.

Conclusion: QB13 should be organised in cross-university curricula and provide sufficient resources for practical-oriented small-group teaching. Based on the "unit of care", besides caring for palliative patients, dealing with patients' families should also be an education focus. To improve transferability into clinical practice, students should be actively involved in the care of palliative patients.

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来源期刊
GMS Journal for Medical Education
GMS Journal for Medical Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
3.40
自引率
12.50%
发文量
30
审稿时长
25 weeks
期刊介绍: GMS Journal for Medical Education (GMS J Med Educ) – formerly GMS Zeitschrift für Medizinische Ausbildung – publishes scientific articles on all aspects of undergraduate and graduate education in medicine, dentistry, veterinary medicine, pharmacy and other health professions. Research and review articles, project reports, short communications as well as discussion papers and comments may be submitted. There is a special focus on empirical studies which are methodologically sound and lead to results that are relevant beyond the respective institution, profession or country. Please feel free to submit qualitative as well as quantitative studies. We especially welcome submissions by students. It is the mission of GMS Journal for Medical Education to contribute to furthering scientific knowledge in the German-speaking countries as well as internationally and thus to foster the improvement of teaching and learning and to build an evidence base for undergraduate and graduate education. To this end, the journal has set up an editorial board with international experts. All manuscripts submitted are subjected to a clearly structured peer review process. All articles are published bilingually in English and German and are available with unrestricted open access. Thus, GMS Journal for Medical Education is available to a broad international readership. GMS Journal for Medical Education is published as an unrestricted open access journal with at least four issues per year. In addition, special issues on current topics in medical education research are also published. Until 2015 the journal was published under its German name GMS Zeitschrift für Medizinische Ausbildung. By changing its name to GMS Journal for Medical Education, we wish to underline our international mission.
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