评估南非肿瘤登记员项目中的姑息治疗培训

IF 0.4 Q4 HEALTH CARE SCIENCES & SERVICES
R. Krause, J. Parkes, N. Hartman, David Anderson, L. Gwyther
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引用次数: 0

摘要

背景在2014年世界卫生大会呼吁加强姑息治疗后,南非卫生部批准了这一战略,作为南非国家姑息治疗政策框架和战略的一部分。2016年,开普敦大学与南非放射肿瘤学院共同确定了将姑息治疗(PC)纳入肿瘤学课程的必要性。与南非癌症协会合作,制定了一个研究项目,在五家教学医院引入12个模块的课程。本研究的目的是评估南非肿瘤学家专业培训计划中为期一年的PC课程的影响。目的。确定肿瘤学注册人员及其主管对课程的反应,以确定知识和技能的变化,并确定在肿瘤学实践中的应用。方法。本研究采用混合方法对教育干预进行前瞻性评价。2017年8月至2018年9月,该教育计划采用混合学习方法培训和支持五所大学的注册员(n=32)和辅导员(n=5)。评估反馈以电子方式收集,以确定注册人对课程材料的反应。选择题前和选择题后被用来复习他们的知识。焦点小组讨论(FGD)用于探讨反应、知识和技能的变化,以及注册人员如何将PC融入日常工作。后果肿瘤登记员及其主管对PC课程的反应绝大多数是积极的。培训被认为是可行的,所讨论的主题也适当。SA放射肿瘤学学院先前对该课程和材料的可行性和适当性提出的担忧被发现是未经证实的。MCQ结果不佳可归因于问题执行顺序不佳。然而,模块7和模块8(症状管理)中的MCQ在知识和技能(症状处理)方面表现出最显著的变化。FGD在知识和技能方面表现出明显的变化,尤其是在沟通技能、疼痛和症状管理方面。FGD还表示,注册人对PC的态度发生了变化,他们能够将PC的原则融入实践,现在将PC视为肿瘤学的重要组成部分。最后,注册医生和他们的主管认为,该课程涉及的主题构成了他们日常临床工作的一部分。结论这项研究支持这样一种观点,即PC培训是SA环境中肿瘤学培训的重要组成部分。PC是肿瘤学家日常实践的一部分,结构化的课程使临床医生能够在接受适当培训的情况下将循证PC融入肿瘤学实践。肿瘤学培训项目的主管和注册人员相信,在一年内培训12个模块是可行和适当的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Evaluating palliative care training in the oncology registrar programme in South Africa
Background. Following a World Health Assembly call in 2014 to strengthen palliative care, the South African (SA) Department of Health approved this strategy as part of the SA National Policy Framework and Strategy on Palliative Care. In 2016, the University of Cape Town, together with the College of Radiation Oncology of SA, identified the need to integrate palliative care (PC) into the oncology curriculum. In collaboration with the Cancer Association of SA, a research project was developed to introduce a 12-module curriculum at five teaching hospitals. The aim of this research was to evaluate the impact of a 1-year PC course within the training programme for specialist oncologists in SA. Objective. To determine the reaction of oncology registrars and their supervisors to the course to determine changes in knowledge and skills, and to determine the application in oncology practice. Methods. This study was a mixed-method prospective evaluation of an educational intervention. The educational programme used a blended learning method to train and support registrars ( n =32) and facilitators ( n =5) across five universities from August 2017 to September 2018. Evaluation feedback was electronically collected to determine the registrars’ reactions to the course materials. Pre and post multiple-choice questions (MCQs) were used to review their knowledge. Focus group discussions (FGDs) were used to explore reactions, change in knowledge and skills and how registrars integrated PC into their daily work. Results. There was an overwhelmingly positive reaction to the PC course by the oncology registrars and their supervisors. The training was found to be feasible, and the topics addressed appropriate. Concerns previously raised by the College of Radiation Oncology of SA regarding the feasibility and appropriateness of the course and material were found to be unsubstantiated. The poor MCQ results can be ascribed to poor sequencing of the execution of the question. However, the MCQs in modules 7 and 8 (symptom management) demonstrated the most significant change in knowledge and skills (symptom management). The FGDs demonstrated a perceived change in knowledge and skills, especially for communication skills and pain and symptom management. The FGDs also indicated that the registrars’ approach to PC changed in that they were able to integrate the principles of PC into practice, and now saw PC as an essential component of oncology. Lastly, registrars and their supervisors felt that the course addressed topics that formed part of their daily clinical work. Conclusion. This research supports the view that PC training is an essential component of oncology training in the SA setting. PC forms part of the daily practice of oncologists, and a structured curriculum prepares clinicians to be able to integrate evidence-based PC into the practice of oncology if they receive appropriate training. Supervisors of the oncology training programme and registrars are confident that the training of 12 modules across 1 year is feasible and appropriate.
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来源期刊
African Journal of Health Professions Education
African Journal of Health Professions Education HEALTH CARE SCIENCES & SERVICES-
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