卫生系统教育领导:从VA指定的教育官员角色学习。

Nancy D Harada, Karen M Sanders, Marjorie A Bowman
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引用次数: 0

摘要

背景:美国退伍军人事务部指定教育官员(DEO)是一个独特的基于设施的领导角色,负责与附属学术机构合作培训超过40名卫生专业人员。方法:我们对DEO需求评估的数据进行了混合方法分析。定量分析发现医生和其他职业的DEOs在角色特征和自我感知任务有效性方面存在差异。使用快速分析程序的定性分析应用于对促进因素和障碍的开放式回应。结果:127例DEOs获得应答,应答率96%。大约80%是医生。医师和其他专业DEOs在一般任务上的自我评分没有统计学上的显著差异。对于专业特定任务,医师DEOs在与相关健康工作(P < 0.001 - 0.01)和护士培训计划(P < 0.001 - 0.03)方面的信心明显低于其他专业DEOs。deo确定了有助于其个人效率的多个促进因素(例如,培训、指导、沟通)和常见障碍(例如,人手不足)。结论:我们的研究结果支持来自不同卫生学科的个体在多个卫生专业培训项目中担任DEO角色。今后的定量和定性工作应包括对个人和组织特征的额外测量,以及对教育有效性的实际测量。
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Health Systems Education Leadership: Learning From the VA Designated Education Officer Role.

Background: The US Department of Veterans Affairs designated education officer (DEO) is a unique facility-based leadership role responsible for training of > 40 health professions in cooperation with affiliated academic institutions.

Methods: We conducted mixed methods analyses of data from a DEO needs assessment. Quantitative analysis identified differences between DEOs who are physicians and DEOs who are other professions on role characteristics and self-perceived task effectiveness. Qualitative analysis using rapid analysis procedures was applied to open-ended responses on facilitators and barriers.

Results: Responses were received from 127 DEOs (96% response rate). About 80% were physicians. There were no statistically significant differences between physician and other professional DEOs self-ratings for general tasks. For profession-specific tasks, physician DEOs were significantly less confident than other professional DEOs in working with associated health (P < .001-.01) and nurse training programs (P < .001-.03). DEOs identified multiple facilitators that assist their individual effectiveness (eg, training, mentorship, communication) and common barriers (eg, not enough staff).

Conclusions: Our findings are supportive of individuals from various health disciplines serving in the DEO role with responsibilities that span multiple health profession training programs. Future quantitative and qualitative work should include additional measures of individual and organizational characteristics, and actual measures of educational effectiveness.

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