通过学习团队和改变课程实施,提高伊斯法罕医科大学精神科住院医师培训的质量:一项行动研究。

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES
Journal of Education and Health Promotion Pub Date : 2024-10-28 eCollection Date: 2024-01-01 DOI:10.4103/jehp.jehp_753_23
Afsaneh Karbasi Amel, Sepideh Jamshidian, Fariba Haghani
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引用次数: 0

摘要

背景:伊斯法罕精神科住院医师培训的不足之处,包括住院医师项目按年度隔离,培训局限于医院部门,住院医师接触其他教员观点的机会有限,这些都没有得到重视。然而,精神病学部门不可避免的变化以及2019年冠状病毒病大流行的影响使这些问题成为人们关注的焦点,凸显了项目修改的必要性。本研究的目的是通过改变课程的实施来提高精神科住院医师培训的质量。方法与材料:本前瞻性行动研究分六个步骤进行。在第一步中,确定了新行动的期望。第二步,设计并实施了新的行动——创建学习型团队;因此,成立了由经验丰富的教授、新手教授和不同学术水平的住院医师组成的8个学习小组,共同进行病人探访、心理治疗、咨询和教育课程。此外,该档案还被用于住院医师的培训和评估。步骤3至6包括使用研究人员制作的问卷进行评估,分析和解释结果,以及反思和决定未来的行动。结果:步骤1的结果是准备一份新行动的部门期望清单。第二步是设计一个新动作。调查结果显示,超过60%的受访者同意该计划对问卷中15项中的12项产生了积极影响,特别是在提高团队合作技能,促进对患者的讨论以及培养住院医生的责任方面。然而,在与投资组合相关的项目中,这一比例从40%到53%不等。结论:本研究以学习型团队为主要行动的实施取得了积极成果;然而,投资组合干预需要一些调整。因此,在类似的情况下雇佣学习型团队是明智的。研究小组预计,这些成果将提高精神科住院医师培训的质量,使该国成为该地区领先和有影响力的国家之一。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Improving the quality of psychiatric residency training in Isfahan University of Medical Sciences by learning teams and changing curriculum implementation: An action research study.

Background: The deficiencies in the training of psychiatric residents in Isfahan, including the segregation of residency programs by year, the confinement of training to hospital departments, and the residents' limited exposure to the perspectives of other faculty members, had not been given significant attention. However, the inevitable alterations in the Department of Psychiatry and the impact of the coronavirus disease 2019 pandemic have brought these issues to the forefront, highlighting the need for program modifications. The objective of this study is to enhance the quality of psychiatric residency training by changing the implementation of the curriculum.

Methods and materials: This proactive action research was conducted in six steps. In the first step, the expectations of a new action were identified. In the second step, the new action - creating learning teams - was designed and implemented; thus, eight learning teams comprising experienced professors, novice professors, and residents from various academic levels were created, who collectively engaged in patient visits, psychotherapy, counseling, and educational sessions. Additionally, the portfolio was used in the training and evaluation of the residents. Steps 3 to 6 involved evaluation using a researcher-made questionnaire, analysis and interpretation of results, and reflection and making decisions for future actions.

Results: Step 1 resulted in preparing a list of department expectations from new action. The second step yielded the design of a new action. The survey results showed that more than 60% of respondents agreed that the program had a positive impact on 12 out of 15 items in the questionnaire, particularly in enhancing teamwork skills, facilitating discussions about patients, and fostering residents' accountability. However, in items related to portfolio, this percentage ranged from 40% to 53%.

Conclusion: The implementation of learning teams as the main action in the current study has yielded positive outcomes; however, the portfolio intervention requires some adjustments. Hence, it is advisable to employ learning teams in comparable circumstances. The research team anticipates that these outcomes will enhance the quality of psychiatric residency training, positioning the country among the leading and influential nations in the region.

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来源期刊
CiteScore
2.60
自引率
21.40%
发文量
218
审稿时长
34 weeks
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